ORGANIZING MATHEMATICS INSTRUCTION BASED ON STEM EDUCATION TO DEVELOP CONTEXTUAL PROBLEM-SOLVING COMPETENCE IN STUDENTS

Authors

  • Ngo Duc Duy Department of Mathematics, Faculty of Natural Sciences, Hung Vuong University, Phu Tho, Vietnam
  • Nguyen Thuy Tien Department of Mathematics, Faculty of Natural Sciences, Hung Vuong University, Phu Tho, Vietnam
  • Le Ngoc Son Department of Mathematics, Faculty of Natural Sciences, Hung Vuong University, Phu Tho, Vietnam

DOI:

https://doi.org/10.46827/ejes.v13i1.6467

Keywords:

STEM education, contextual problem-solving, modeling, instructional design process, assessment rubric

Abstract

STEM education forges an organic linkage between Mathematics, Computer Science, Science, and Technology, aligning with the objectives of the 2018 General Education Curriculum to foster students’ qualities and competencies. Among these, the competence of contextual problem-solving (CPS) is a core capability that STEM-oriented mathematics instruction can effectively cultivate. This study employs literature analysis and synthesis to clarify the fundamental issues of STEM-oriented mathematics education and the components of CPS competence. It then proposes a five-step instructional process tailored to develop this competence, accompanied by a rubric with four levels and 15 indicators for monitoring and measuring student progress. The feasibility of the proposed process and rubric is illustrated through the STEM topic “Mathematics and the Preservation of Cultural Heritage in the Ancestral Land,” showcasing how local contexts can be embedded in authentic learning activities to enhance meaning, motivation, and the effectiveness of CPS competence development.

 

Article visualizations:

Hit counter

Author Biographies

  • Ngo Duc Duy, Department of Mathematics, Faculty of Natural Sciences, Hung Vuong University, Phu Tho, Vietnam

    Ngo Duc Duy, Undergraduate, Mathematics Teacher Education. Research: STEM education, learner-centered strategies, and the integration of digital tools and open resources to enhance mathematical thinking and digital competencies.

  • Nguyen Thuy Tien, Department of Mathematics, Faculty of Natural Sciences, Hung Vuong University, Phu Tho, Vietnam

    Nguyen Thuy Tien, Undergraduate, Mathematics Teacher Education. Research: STEM education, learner-centered strategies, and the integration of digital tools and open resources to enhance mathematical thinking and digital competencies.

  • Le Ngoc Son, Department of Mathematics, Faculty of Natural Sciences, Hung Vuong University, Phu Tho, Vietnam

    Le Ngoc Son is a university lecturer specializing in Mathematics Teaching Theory and Methodology at Hung Vuong University, Vietnam. He is also pursuing a PhD in this field at the Hanoi National University of Education. His research focuses on experiential learning, educational technology, and STEM education. As an active member of an education research group, he has published several articles in both domestic and international journals.

References

Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. National Science Teachers Association. Retrieved from https://books.google.com.vn/books?id=gfn4AAAAQBAJ

Chung, L. H. (2023). The Effects of STEM Education on Secondary Students’ Academic Outcomes in Hanoi. Hanoi University of Science and Technology.

Just, J., & Siller, H.-S. (2022). The Role of Mathematics in STEM Secondary Classrooms: A Systematic Literature Review. Education Sciences, 12(9), 629-629. https://doi.org/10.3390/educsci12090629

Kristensen, M. A., Larsen, D. M., Seidelin, L., & Svabo, C. (2023). The Role of Mathematics in STEM Activities: Syntheses and a Framework from a Literature Review. International Journal of Education in Mathematics, Science and Technology, 12(2), 418-431. https://doi.org/10.46328/ijemst.3357

Ku, C.-J., Lin, K.-Y., Kwon, H., & Kelley, T. (2025). A Six-stage Instructional Design Model for Collaborative Implementation of Integrated STEM Education. Journal of Technology Education, 36, 25-60. https://doi.org/10.21061/jte.v36i2.a.3

Le Thanh, H. (2023). Teaching High School Biology Aligned with STEM Education Orientation Hanoi National University of Education.

Nguyen Thi Mai, T. (2023). Developing University Students’ Mathematical Competence in Derivatives and Integrals Through Context-Based Teaching Hue University Journal of Science, Social Sciences and Humanities, 130 No. 6D (2021). https://doi.org/10.26459/hueunijssh.v130i6B.6067

Sanders, M. (2009). Integrative STEM education. The Technology Teacher, 68(4), 20-26. Retrieved from https://eric.ed.gov/?id=EJ821633

Vietnam Ministry of Education and Training, V. (2018). Chương trình giáo dục phổ thông mới [New general education curriculum]. Vietnam Ministry of Education and Training. Retrieved from https://moet.gov.vn/tintuc/Pages/tin-hoat-dong-cua-bo.aspx?ItemID=5755

Downloads

Published

2026-01-12

Issue

Vol. 13 No. 1 (2026)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).