THIẾT KẾ TÌNH HUỐNG DẠY HỌC NỘI DUNG SỐ VÀ PHÉP TÍNH PHÁT TRIỂN NĂNG LỰC GIẢI QUYẾT VẤN ĐỀ TOÁN HỌC CHO HỌC SINH LỚP 3

Abstract

The article examines the theoretical foundations of instructional situations and mathematical
problem-solving competency in the teaching of Mathematics at the primary level. Based on an analysis of
the concepts, classifications of instructional situations, and the characteristics of mathematical problemsolving competency, the study identifies criteria for assessing competency and proposes a procedure
for designing instructional situations aligned with the development of mathematical problem-solving
competency. The procedure consists of four steps, emphasizing the creation of cognitive conflict, the
organization of active learning activities, and process-based assessment. The findings contribute to
supporting teachers in designing and implementing the teaching of Number and Operations in accordance
with the 2018 General Education Curriculum