The Effectiveness of Teaching Derivatives in Vietnamese High Schools Using APOS Theory and ACE Learning Cycle Article Swipe
Nguyễn Thị Hằng Nga
,
Minh Dũng Tăng
,
Lê Thái Bảo Thiên Trung
,
Tien‐Trung Nguyen
,
Duong Huu Tong
,
Tran Van
,
Bui Phuong Uyen
·
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.12973/eu-jer.12.1.507
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.12973/eu-jer.12.1.507
The actions, processes, objects, and schemas (APOS) theory is a constructivist learning theory created by Dubinsky based on Piaget's epistemology and used to teach math worldwide. Especially the application of APOS theory to the curriculum of a mathematics class helps students better understand the concepts being taught, which in turn contributes to the formation and development of mathematical competencies. With the aid of the APOS theory and the activity, classroom discussion, and exercise (ACE) learning cycle, this study sought to ascertain the effect of teaching derivatives in Vietnamese high schools. In this quasi-experimental study at a high school in Vietnam, there were 78 grade 11 students (40 in the experimental and 38 in the control classes). As opposed to the control class, which received traditional instruction, the experimental class's students were taught using the ACE learning cycle based on the APOS theory. The data was collected based on the pre-test, the post-test results and a survey of students' opinions. Also, the data that was gathered, both qualitatively and quantitatively, was examined using IBM SPSS Statistics (Version 26) predictive analytics software. The results showed that students in the experimental class who participated in learning activities based on the APOS theory improved their academic performance and attitudes. Additionally, it promoted the students' abilities to find solutions to problems about derivatives.
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- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.12973/eu-jer.12.1.507
- https://pdf.eu-jer.com/EU-JER_12_1_507.pdf
- OA Status
- gold
- Cited By
- 7
- References
- 51
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4316254016
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4316254016Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.12973/eu-jer.12.1.507Digital Object Identifier
- Title
-
The Effectiveness of Teaching Derivatives in Vietnamese High Schools Using APOS Theory and ACE Learning CycleWork title
- Type
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articleOpenAlex work type
- Language
-
enPrimary language
- Publication year
-
2023Year of publication
- Publication date
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2023-01-15Full publication date if available
- Authors
-
Nguyễn Thị Hằng Nga, Minh Dũng Tăng, Lê Thái Bảo Thiên Trung, Tien‐Trung Nguyen, Duong Huu Tong, Tran Van, Bui Phuong UyenList of authors in order
- Landing page
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https://doi.org/10.12973/eu-jer.12.1.507Publisher landing page
- PDF URL
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https://pdf.eu-jer.com/EU-JER_12_1_507.pdfDirect link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
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goldOpen access status per OpenAlex
- OA URL
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https://pdf.eu-jer.com/EU-JER_12_1_507.pdfDirect OA link when available
- Concepts
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Mathematics education, Class (philosophy), Test (biology), Curriculum, Teaching method, Learning cycle, Constructivist teaching methods, Learning theory, Vietnamese, Psychology, Computer science, Pedagogy, Artificial intelligence, Linguistics, Philosophy, Paleontology, BiologyTop concepts (fields/topics) attached by OpenAlex
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7Total citation count in OpenAlex
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2025: 5, 2024: 1, 2023: 1Per-year citation counts (last 5 years)
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51Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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