In Vietnam, STEM-based teaching approaches have been recommended for schools since 2018 with the integration of multiple related courses in schools. Teachers' perspectives on integrated STEM education, and how to design a STEM lesson that supports students’ learning are critical for ensuring that an integrated STEM curriculum is implemented successfully. This paper aims to describe a study applied successfully to STEM education in teaching Mathematics, in particular “Trigonometry ratio of an acute angle” in Vietnam. This study utilized mixed methods approaches with three phases: the first stage employed a quantitative study to examine the Vietnamese teachers' perspectives on STEM education. The second phase was an experiment on teaching while applying STEM education to design and organize a mathematics lesson, and the final phase was to employ a qualitative study to explore the Vietnamese students' experiences of STEM education connected with real-world problem solving and 21^st-century skills development. A total of 47 teachers and 85 students participated in this study and data was collected through multi ways of surveys and semi-structured interviews. The findings show Vietnamese teachers' perspective of the necessity and importance of applying STEM education, however, they reported facing many challenges. A lesson designed as a STEM education application and the student's feedback regards the real-world roles. Learning outcomes connect with 21^st-century skills in this study that are expected to provide the success evidence for further discussion and practice to improve the effectiveness of teaching and learning STEM education in Vietnam

Vietnam has a reputation for being a successful nation in preventing the Coronavirus disease (COVID-19) outbreak in 2020, with a lower number of illnesses than other ASEAN countries. However, to ensure that students are safe and informed about the coronavirus outbreak, Vietnamese higher education has developed online learning (OL). During the COVID-19 epidemic, this paper explores the relationship between elements such as learning readiness, learning strategies, and learning performance in the Vietnamese OL setting. Four hundred undergraduate students were randomly selected from Hong Duc universities, and Saigon University participated in this study in different zones. Analyzed data has applied structural equation modeling (SEM) using partial least squares (SmartPLS-SEM). The findings found that Vietnamese students were much more likely to believe in interaction in OL, to feel comfortable using a computer with their computer efficacy, and to have confidence in communicating in the digital environment, all of which were important variables in assuring the success of using OL. The factors of “motivation” and “test preparation” show a poor relationship with learning performance. Therefore, the OL process in Vietnamese, on the other hand, needs to be more inventive, with a greater focus on lecturers' awareness and practice of online teaching pedagogies such as motivation, techniques, and test arrangement. During OL, students' readiness in terms of learning control, self-directed learning, and engagement must be considered and supported.

Teachers’ professional development is now widely regarded as a key determinant of school effectiveness and student achievement. However, Mathematics teachers in Vietnamese secondary schools face numerous challenges in their teaching practices, such as a lack of recourse assistance, a lack of innovational teaching policy, and difficulty in using real-life examples in teaching. This study aims to identify Mathematics teachers’ professional competence components and organize a workshop to support Vietnamese teachers to enhance professional development through experiment research. A total of 40 postgraduate students on the master’s course of Mathematics Education at Saigon University are involved in this study. To reach the study objectives, we conducted three research cycles of: (1) Reviews to identify the model of Mathematics teachers’ professional competence for suitability in the Vietnamese context; (2) Developing materials and organizing the workshop on designing lessons that teach linear functional concepts in Grade 8 (13-year-old students); (3) Feedback analysis through a qualitative study with a group focus interview of 40 workshop participants. Data collection was recorded, and typed transcripts and theme development were employed in data analysis. The findings outline four criteria that serve as the cornerstone of our concept of professional competences for Mathematics teachers: I. Mathematical Knowledge; II. Interpretation of the Official Mathematics Curriculum’s Intentions; III. Understanding of Students’ Thoughts; and IV. Design of Teaching. This model was applied in materials design for the workshop and was highly appreciated and got a high level of satisfaction from participants. These findings are expected to bring benefits for stakeholders who are Mathematics teachers in schools or involved in Mathematics teacher education in higher education.

O estudo aborda o desafio que os alunos enfrentam na compreensão da distância espacial, particularmente na determinação da distância de um ponto a um plano, um conceito abstrato que frequentemente leva à desorientação e à perda de motivação. Para combater isso, a pesquisa aplica uma estratégia de andaimes baseada na Zona de Desenvolvimento Proximal de Vygotsky para projetar um processo instrucional que apoie a compreensão conceitual. Um método quase experimental foi implementado com dois grupos de alunos do 11º ano. Os dados foram coletados por meio de notas de testes e pesquisas de motivação, e então analisados usando estatísticas descritivas e testes de amostra pareada no SPSS 26. Os resultados revelaram que os alunos do grupo experimental obtiveram desempenho superior e demonstraram motivação de aprendizagem significativamente maior. Essas descobertas confirmam que o andaime efetivamente melhora a capacidade dos alunos de resolver problemas de distância espacial, promove a confiança em seu processo de aprendizagem e fortalece a motivação para o estudo matemático.

The perspective on applying mathematics to solve practical problems is clearly expressed in Vietnam's Mathematics General Education Curriculum in 2018. Therefore, Realistic Mathematics Education (RME) is suitable for the goals of mathematics education in Vietnam and can become one of the fundamental theories for designing mathematics teaching models in high schools. This study presents an experimental result of teaching conditional probability based on RME and following a five-step process we develop, including problem setting, experience, rediscovering conditional probability, forming conditional probability, application. Worksheets containing problems were distributed to 42 students to solve, and their work was collected immediately afterwards. The works will be analyzed to identify emergent models constructed by students. The new result of the paper is from the study of De Lange, Jupri and Drijvers, we propose a mathematization process for teaching conditional probability in Vietnam. The data analysis method is a qualitative method, through observing the students' problem-solving process. Experimental results show that students actively participated in the process of reinventing conditional probability through solving learning tasks.