DEVELOPING THE “SELF-DIRECTED LEARNER” MODEL IN MATHEMATICS TEACHING AND THE ROLE OF THE TEACHER

DEVELOPING THE “SELF-DIRECTED LEARNER” MODEL IN MATHEMATICS TEACHING AND THE ROLE OF THE TEACHER

Nguyen Huu Chau* chau.niesac@yahoo.com VNU University of Education, Vietnam National University, Hanoi 144 Xuan Thuy street, Cau Giay ward, Hanoi, Vietnam
Dinh Duc Tai taidd@vnies.edu.vn The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao, Cua Nam ward, Hanoi, Vietnam
Summary: 
A central goal of contemporary Mathematics education is to cultivate critical, creative and, autonomous learners, that is, self directed learners. This goal requires Mathematics teachers to shift from transmitting knowledge to guiding learning and designing learning environments. This article presents a qualitative case study involving six Mathematics teachers and seventy-eight students in two lower secondary schools in Hanoi, combining semi-structured interviews with observations of grade 9 Mathematics lessons. Findings indicate that teachers enacting constructivist practices to a greater extent generated substantially more opportunities for self-direction than their counterparts. These findings also highlight key considerations for teacher training and professional development programs aimed at fostering teaching practices that cultivate students’ self-directed learning capabilities in Mathematics.
Keywords: 
critical thinking
Creative thinking
mathematics education
self directed learners.
Refers: 

[1] Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), pp.241 247. https://doi.org/10.1177/0022487100051003013.

[2] Ben-Eliyahu, A. & Linnenbrink-Garcia, L. (2015). Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students. Metacognition and Learning, 10(1), pp.15-42. https:// doi.org/10.1007/s11409-014-9129-8.

[3] Bộ Giáo dục và Đào tạo. (2018). Thông tư số 32/2018/ TT-BGDĐT ngày 26 tháng 12 năm 2018 ban hành Chương trình Giáo dục phổ thông.

[4] Brooks, M. G. & Brooks, J. G. (1999). The courage to be constructivist. Educational Leadership, 57(3), pp.18 24. https://eric.ed.gov/?id=EJ597075.

[5] Dagdag, J. D. & Calimag, N. A. (2023). Scale development and investigation of self-directed learning readiness in Mathematics among Filipino college students. Journal of Research, Policy & Practice of Teachers & Teacher Education, 13(1), pp.61-75. https://doi.org/10.37134/jrpptte.vol13.1.5.2023.

[6] Dignath, C. & Büttner, G. (2008). Components of fostering self-regulated learning among students: A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), pp.231-264. https://doi.org/10.1007/ s11409-008-9029-x.

[7] Dignath, C. & Veenman, M. V. J. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning: Evidence from classroom observation studies. Educational Psychology Review, 33(2), pp.489-533. https://doi.org/10.1007/s10648 020-09534-0.

[8] Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), pp.18-33. https://doi. org/10.1177/074171369704800103.

[9] Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Büttner, G. & Klieme, E. (2010). Promotion of self regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5(2), pp.157-171. https://doi.org/10.1007/s11409-010 9055-3.

[10] Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press. https://eric. ed.gov/?id=ED114653.

[11] Kramarski, B. & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), pp.434-447. https://doi.org/10.1016/j.learninstruc.2009.05.003.

[12] Kramarski, B. & Revach, T. (2009). The challenge of self-regulated learning in mathematics teachers’ professional training. Educational Studies in Mathematics, 72(3), pp.379-399. https://doi.org/10.1007/s10649-009-9204-2.

[13] Loyens, S. M. M., Magda, J. & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), pp.411-427. https://doi.org/10.1007/s10648-008-9082-7.

[14] OECD. (2023). PISA 2022 results (Volume I and II) - Country notes: Viet Nam. OECD Publishing. https://www.oecd.org/en/publications/2023/11/ pisa-2022-results-volume-i-and-ii-country notes_2fca04b9/viet-nam_719c3c08.html.

[15] Pokhrel, M. & Sharma, L. (2024). Investigating students’ perceptions of self-directed learning in mathematics at the basic school level. Journal of Mathematics and Science Teacher, 4(3), em066. https://doi.org/10.29333/mathsciteacher/14616.

[16] Trần Sỹ Luận, Nguyễn Thị Yến Phương, Hà Văn Dũng & Nguyễn Thành Tuân. (2025). Các yếu tố ảnh hưởng đến năng lực tự học của học sinh tại một số trường trung học cơ sở, trung học phổ thông trên địa bàn Thành phố Hà Nội. Tạp chí Giáo dục, 25(1), tr.42-48.

[17] Vũ Minh Đức. (2025). Biểu hiện của năng lực tự học môn Toán của học sinh trung học phổ thông. Tạp chí Khoa học, Trường Đại học Sư phạm Hà Nội, 70(6), tr.140-151. https://doi.org/10.18173/2354 1075.2025-0117.

[18] Yackel, E. & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), pp.458-477. https://doi.org/10.2307/749877.

[19] Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), pp.64-70. https://doi.org/10.1207/s15430421tip41022

Articles in Issue