Abstract
In 2017, the change of exam format from the constructed-response test to the multiple-choice test of the Mathematics National High School Exam in Vietnam has many conflicting opinions. In this context, the article examines the compatibility between the Calculus content (accounting for the largest proportion) in this exam and the current curriculum requirement. In the Anthropological Theory of Didactics framework, we model the math content in the exam and the teaching by mathematical praxeologies. This study uses two methods: (1) comparative analysis of mathematical praxeology in the exam and current textbooks; (2) experiment with a modified version of the types of math tasks identified in the test. The first method identifies new types of tasks in the exam but does not appear in textbooks; the second shows that answering multiple-choice questions does not guarantee that students fully understand the Calculus concepts. On the other hand, the multiple-choice test may not be enough to assess the students' competence in the new mathematics curriculum in 2018.
Highlights
The educational curriculum is a structural compound of many ingredients, among which Goals, Content, Materials, Forms of teaching, Student activities, Assessment are the core components [13]
Research [15, 16] has shown that the question about integrals in the test 2017 National High School Exam in Vietnam is different from the frequently asked questions in the textbook, classroom shifts, and this distinction has forced teachers to change the questions given to students in the class
In the anthropological theory of didactics (ATD), Chevallard used the concept of didactic transposition to explain the process of transforming knowledge from a community of mathematicians into content that can be taught in a community like a school and what students perceive [2]. (Figure 1)
Summary
The educational curriculum is a structural compound of many ingredients, among which Goals, Content, Materials, Forms of teaching, Student activities, Assessment are the core components [13]. Research [15, 16] has shown that the question about integrals in the test 2017 National High School Exam in Vietnam is different from the frequently asked questions in the textbook, classroom shifts, and this distinction has forced teachers to change the questions given to students in the class. Whether this impact is within the curriculum's regulations and orientations, the exam is part of it
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