FOSTER THE CAPACITY OF PROJECT BASED TEACHING FOR MATHEMATICS PEDAGOGY STUDENTS AT KIEN GIANG UNIVERSITY

Abstract

This article presents the process and effects of project-based teaching through document research. The next, through interviews with pedagogical instructors and observations of students' learning process in the first 4 weeks of Mathematics pedagogy students at the Kien Giang university. The results show that the learning ability of Mathematics pedagogy students at the Kien Giang university is average, especially some students' ability in planning and problem-solving would not very good. Therefore, to foster the capacity for project-based teaching practice - a good support method for pedagogical students after graduation that can be applied to teaching the 2018 general education program, in this article, the author focuses on building plans and proposing measures to foster project-based teaching practice capacity for Mathematics pedagogy students. In addition, the article presents how to organize project-based teaching through three modules: Principles of Mathematical Geometry, History of Mathematics, and Methods of Teaching Mathematics for Mathematics pedagogy students at Kien Giang University.