EXPLORING EXPRESSIONS OF CLASSROOM MATHEMATICAL CULTURE IN GRADE 10 PROBABILITY AND STATISTICS EDUCATION IN LAM DONG PROVINCE
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DOI:
https://doi.org/10.34238/tnu-jst.14419Abstract
This study investigates manifestations of mathematical culture in classroom instruction on the Grade 10 Probability and Statistics curriculum across three upper secondary schools in Lam Dong province, Vietnam. Mathematical classroom culture is conceptualized through three dimensions: norms of mathematical communication and reasoning, collaborative learning practices, and data-based learning experiences supported by digital tools. A mixed-methods design was employed. Data were collected from 382 students and 21 teachers using five-point Likert-scale questionnaires, classroom observations, and brief interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic coding. The findings indicate that 96.6% of students had access to digital devices and Internet connectivity for learning. Nevertheless, students reported relatively low levels of interest (21.2%) and confidence (31.4%) in Probability and Statistics. Collaborative learning practices were evaluated at a moderately positive level (M = 3.41), whereas data-based learning experiences supported by digital tools were rated at a moderate level (M = 3.28). Given the cross-sectional survey design and the reliance on self-reported data, the findings describe associations among the investigated factors rather than causal relationships.Downloads
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