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Online project-based learning (PjBL) is an increasingly popular teaching approach in higher education, especially in teacher education. Implementing online PjBL differs across subjects, bringing many benefits while posing challenges for educators and pre-service teachers. This systematic review aims to investigate the implementation, effectiveness and challenges of adopting PjBL in teacher education during the COVID-19 pandemic. The review provided a thorough overview of research on PjBL in teacher education during the COVID-19 pandemic, which was carried out using the systematic review methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Several relevant articles from five different databases (Google Scholar, Mendeley, ScienceDirect, Scopus, and Taylor & Francis Online) were collected using the keywords “project-based learning” and “teacher education” along with their synonyms. A final list of 26 included articles to be reviewed in this study is produced after the titles and abstracts screening and full texts evaluation using inclusion and exclusion criteria. This systematic review reveals that PjBL has been applied in teaching various subjects in teacher education with different types of projects and assessment methods. More importantly, integrating PjBL in teaching has been proven to positively impact the development of pre-service teachers’ knowledge, professional skills and learning attitudes. In addition, applying PjBL poses certain challenges for educators due to the requirements on teachers’ and students’ knowledge and skills as well as equipment and technology facilities. On the other hand, the COVID-19 pandemic, if viewed positively, contributes to boosting educators’ motivation and facilitating the implementation of online PjBL. The study findings can be used as a reference for future PjBL research and contribute to the literature on PjBL in the context of teacher education.

Teaching mathematics in general and instructing mathematics at junior schools in particular not only create favorable conditions for students to develop essential and core competencies but also help students enhance mathematical competencies as a foundation for a good study of the subject and promote essential skills for society, in which mathematical communication skill is an important one. This study aimed to train students in mathematics communication by presenting them with topics in line with the structure's congruent triangles. An experimental sample of 40 students in grade 8 at a junior school in Vietnam, in which they were engaged in learning with activities oriented to increase mathematical communication. A research design employing a pre-test, an intervention, and a post-test was implemented to evaluate such a teaching methodology's effectiveness. For assessing how well the students had progressed in mathematical language activities, the gathered data were analyzed quantitatively and qualitatively. Empirical results showed that most students experienced a significant improvement in their mathematical communication skills associated with congruent triangles. Additionally, there were some significant implications and recommendations that were drawn from the research results.

The research was carried out to develop students' ability to think and reason mathematically by teaching straight-line equations in a plane. Accordingly, teaching activities were designed according to five learning stages, which were integrated with mathematical thinking levels according to Van Hiele's model. Simultaneously, the learners' mathematical thinking and reasoning competencies were assessed according to the competency requirements specified in the Mathematics General Education Program and the levels of Van Hiele's model, the above three aspects of knowledge, skills and attitudes. The experiment involved 84 students in class 10, 44 of whom were in the experimental group, and 40 were in the control group. The research results showed that students in the experimental group achieved higher mathematical thinking and reasoning skills. Specifically, the two groups had equivalent results for the level of visualization and analysis. However, at the informal deduction and formal deduction and rigor levels, the ranking results of the two groups had a clear difference. The study group observations and students' opinion surveys also revealed that learning stages were designed according to Van Hiele's model and thought-provoking measures and visual images and language contributed to students' interest in learning and positive thinking. https://doi.org/10.26803/ijlter.20.6.3

The purpose of this study was to give students a complete understanding of the derivative concept and at the same time help them to realize the critical applications of derivatives in many problems of physics, from which students see the close connection of mathematics and physics. Because this was a case study, the sample included only 30 grade 11 students in Ho Chi Minh City in Vietnam. The instrument included physics problems designed to show students the derivative development associated with some situations in physics. Reliable data were obtained, including students' worksheets, teacher conversations, and they were analyzed qualitatively to clarify students' understanding of derivative concepts and problem-solving abilities. It was reported that once the two-increase ratio boundary defined the derivative, the students involved in experiments realized the general significance of the derivative in calculating the instantaneous quantity change rate. This interdisciplinary approach also promoted the use of derivatives in many different contexts of science and practice, particularly in mathematics and physics.

Today, the task of developing competencies, including the ability to solve problems for students, becomes very important. In mathematics education, teaching mathematical problems with effective content can be considered as a teaching method that brings a very positive effect on the education, training and capacity development for students. This study aimed to promote students' ability to resolve real-world problems through teaching exponential and logarithmic equations. An experimental sample consisted of 40 12th grade students at a continuing education centre in Vietnam. The primary instructional activities designed to develop these students' resolving capacities included warm-up, experience, practice, reinforcement and expansion. The data collected were attached to the student's assignments as well as worksheets and qualitatively analyzed to assess students' ability to deal with problems by components such as understanding the problem, acquiring information from practical situations; converting information from real-world situations on mathematical models; searching strategies for solving mathematical models; implementing a solution strategy to find results; and moving from results of solving mathematical models to solutions of real-world problems. Experimental results showed that students considerably increased their ability to cope with problems with logarithmic and exponential equations. Besides, concerning the spirit and learning attitude, students became active, optimistic and self-conscious in the problem-solving stages of the teaching process. Additionally, the implications of showing the relationship between mathematics and practice were drawn to emphasize the real-life applicability of the science of mathematics.

In general, people tend to examine and reevaluate the suitability of the results to end the activity. In particular, it is essential to check and to review operations in the process of solving a mathematical problem, since it enables the evaluation of the reasonability of the data presented by the given problem. This study aimed to detect and enhance the control and verification activities of students as they solved pseudo-real problems associated with the systems of equations with two unknowns in high schools. The empirical sample consisted of 91 10th grade students, and the instrument used was made up of four pseudo-real problems. The teaching process covered the individual as well as the group stages of the work, especially the participants' discussion stages. To clarify the verification and control process of the students when solving the given problems, the researchers analyzed the data collected qualitatively. It turned out that the students stopped verifying the results and managed to resolve all the problems with the initial conditions. The answers did not appear to be realistic in all the students' worksheets in the process. Nevertheless, in the course of such learning, the students became more aware of the fact that they never before had to verify and control the results of the problems. Moreover, empirical findings produced various vital implications for teachers and students and recommendations.

In Vietnam, after completing the high school education program, students who want to receive high school diploma, they must take a national examination including three compulsory subjects: Math, a foreign language, and Literature and electives in two groups: or Physics, Chemistry and Biology or History, Geography and Citizenship education. The method of exam-taking in the national examination greatly affected the teaching and learning style of teachers and students. In the process of teaching at high school, especially in the final year, the teachers studied how to ask types of question that have appeared in the national exam to focus on practising test-taking skills for students. Before 2017, the national examinations of Physics, Chemistry, Biology, Foreign Languages, Geography, History and Citizenship education consisted of all the multiple-choice questions; only in Math and Literature, essay questions were used. Since 2017, in national examinations of mathematics in Vietnam, there has been a significant change: the examinations with all essay questions with a time of 180 minutes (10 questions) were replaced by examinations with all multiple-choice questions (45 questions / 90 minutes). This change has met many conflicting opinions and has profoundly affected teachers' the method of teaching and reviewing knowledge and skills of mathematics for high school students in Vietnam. To better understand the perception of mathematics teachers - who directly teach - about this change, we conducted a survey of 50 mathematics teachers. The results showed that they were fully aware of the advantages of multiple-choice question-based examinations, and most of them wanted to maintain the use of multiple-choice questions for the following years.

Teaching mathematics in high schools not only provides knowledge to solve problems or apply them into practice but also trains the students' ability to think mathematically. Therefore, in order to promote the students' mathematical thinking skills, teachers need to involve students in learning activities, help them train and develop their thinking. The purpose of this study was to enhance creative and critical thinking skills for 10th-grade students through teaching inequality topics. The experimental class had 41 students and was taught with activities of proving an inequality to enhance critical and creative thinking skills; while the control class consisted of 35 students and they approached conventionally. The qualitative method was used to evaluate students' creative and critical thinking skills for two types of exercises, namely, proving an inequality and finding the maximum value of a function. The findings showed that students in the experimental class showed a better ability to prove inequalities than students in the control class, and they also presented more solutions for a problem proving the inequality.

Mathematical education in general, and mathematics education at high schools in particular, creates favorable conditions for students to develop essential and core competencies and assists students in improving their mathematical competence as a foundation for good learning. It also promotes necessary skills for society, in which mathematical communication skills are essential skills. The purpose of the research is to enhance students' mathematical communication skills while studying ellipse topics. In this study, 87 students in the tenth grade were tested to see if the teaching process for accelerating the development of mathematical communication skills related to ellipse topics was effective and possible. Students in the experimental class were instructed using a four-step learning model with the activities regarding the ACODESA method and mind map, whereas students in the control class were guided using the conventional way of instruction. A study design involving a pre-test, a treatment, and a post-test was used to determine the effectiveness of this type of teaching approach. Quantitative and qualitative analyses of the gathered data assessed the students' progress in mathematical language activities. The findings indicated that most students' mathematical communication skills regarding ellipse topics had improved significantly. The learners towards the above process also showed a positive attitude. In addition, the research findings have important implications and recommendations.

Experiential learning is one of the educational trends of the twenty-first century that has piqued the interest of educators and policymakers in many countries around the world.Experiential learning is beneficial in education in general and mathematics education in particular because it helps to bear the potential of students' knowledge and skills, as well as positive students' learning attitudes, and because it connects the two aspects of knowledge: theory and practice. The general education program in mathematics was issued in Vietnam in 2018 with views on the content and methods of teaching and learning math, emphasizing the cross-cutting and critical role of experience activities within the framework. The study was conducted to test the effectiveness and feasibility of applying experiential learning in mathematics to participate in learning positively, increase students' motivation and interest in learning, and impact this method for students' math learning results. A series of pedagogical experiments were conducted with 39 grade 11 students on arithmetic and geometric sequences to verify the research objectives.Real-world problems associated with these two topics were given to the students to solve. Through qualitative analysis of classroom observation results and students worksheets, quantitative analysis of pre-test and post-test with SPSS software and opinion survey, the study found a positive impact of these experiential learning activities on math learning attitudes and student achievement progress.

Realistic Mathematics Education (RME) is an instructional theory that has been implemented in many countries around the world to link mathematics to real-world situations. The effectiveness of implementing RME in mathematics education is highly dependent on the role of teachers. This study was conducted with 64 high school teachers to survey their understanding and perspectives on RME and the status of RME implementation in teaching the topics of ellipse equation. Through qualitative analyzing the survey results, the study found that teachers are interested in RME, although the percentage of teachers formally trained in this theory was not high. Besides, the survey shows that it is necessary to help teachers overcome difficulties and improve the frequency and effectiveness of RME application in teaching mathematics. Article visualizations

Problem-based learning (PBL) is an active, student-centered teaching approach that has been interested in many educational institutions worldwide. The effectiveness of applying PBL in teaching subjects in general and Mathematics, in particular, has been clarified by many researchers. In particular, many studies have shown that PBL positively impacts students' practical problem-solving skills and improves students' learning attitudes in mathematics. This study was conducted for eighty-one 10th grade students to test the effectiveness and feasibility of PBL in teaching the relationships within a triangle and the solution of triangles. Students in the experimental class were taught according to a 6-step learning model based on PBL, while students in the control class were guided by the conventional method. Research results show that students in the experimental class achieved higher results than students in the control classabout mathematical knowledge and skills in applying knowledge to solve real-world problems related to the interactions within a triangle. Besides, the high level of positivity when participating in group activities, active learning attitude and the desire to continue to experience the PBL learning environment of the students in the experimental class have contributed to confirming the effectiveness of this teaching approach.

An important goal of teaching mathematics is to form and develop students’ abilities to apply mathematical knowledge to solve problems arising from real life. This goal is also associated with the evaluation of specific mathematical competencies: mathematical thinking and reasoning, inference and proof, communication, modelling, problem solving and representation, using mathematical symbols and languages, using calculation tools. Among these competencies, modelling is the capacity mentioned by educators around the world and holds an increasingly important position in many popular mathematics programs of several countries. The objective of this study is to foster students’ mathematical modelling competency through teaching sine and cosine theorems. The sample included 46 10th grade students at Phan Thanh Giang high school, Ben Tre province, Vietnam, and they were asked to solve numerous real-world problems associated with the theorems. The qualitative analysis method was used to evaluate students' performance in mathematical modelling competence. The results were found that most of the students made progress in mathematical modelling competency, from which they not only had the right motivation to learn but also supported them in realising the application of mathematics in practice. https://doi.org/10.26803/ijlter.18.11.2

Mathematics is an important subject in high schools, but it is quite a difficult and arid subject. Therefore, in order to create interest in learning and explore knowledge for students, teachers need to choose appropriate teaching methods. There are many different teaching methods including integrated ones. Currently, integrating the history of mathematics into teaching is of interest to many researchers. With the topic of integrating mathematical history, the goal that the research set out was to introduce the methods of infusing mathematical history into teaching quadratic equations through worksheets. This study was conducted with 44 10th grade students at a high school in Soc Trang province, Vietnam. The content of the worksheets introduced students to four methods of solving quadratic equations, two of which belonged to two famous mathematicians, Viete and Descartes. After reading and comprehending the solution methods, students would solve the equations according to the four given methods. At the end of the lesson, the researchers collected the students' opinions through the questionnaire. Through analysis of survey results, it was shown that teaching integrated the mathematical history with worksheets created excitement and interest for students, thus making them more motivated and creating a comfortable classroom atmosphere.

Methods of education in schools should promote students' activeness, self-awareness, initiative and creativity; be suitable with the characteristics of each class and subject; foster self-study methods, ability to work in groups, practice skills to apply knowledge into practice, and impact emotions to bring joy as well as excitement to students. Experiential education is a method of teaching and meets the above requirements. In fact, experiential activities are closely related to teaching and educational activities in schools, in order to create an environment for learners, associate theory with practice, and unify awareness with action and learners, and have the opportunity to experience their own behavior. The main purpose of this study was to evaluate the performance of activities through experience in solving problems about the equation of a circle and investigate students' attitudes as well as beliefs in such activities. The experimental class included 30 10th grade students and was taught by experiential learning model, while the control class also had 30 students and was taught in a conventional way of teacher’s guidance. Both quantitative and qualitative methods were used to analyze and evaluate the collected data. The results showed that the experimental class achieved better mathematical results than the control class as well as had a positive learning attitude, showing interest in the learning topic.

The study results were based on the survey data of 24 students studying the master program in math education at Can Tho University, Vietnam. We used the questionnaire to find out the factors affecting students' learning outcomes: Learning time, learning conditions, learning environment, personal level, learning methods, collaborative learning, learning attitudes. The results show factors such as learning conditions, learning environment, time for leaning, qualifications, teaching methods, learning methods, cooperation in learning, attitude in learning are factors that significantly affect the learning of master students in Mathematics education. Therefore, universities with high-level training programs should have adequate facilities for students' learning; lecturers know how to use teaching methods to promote self-study and self-study for students, improve their ability to work independently, the ability to cooperate in the learning and research process of students. In other words, universities must uphold their responsibilities when implementing intensive training programs, helping learners with necessary competencies as expected of the community and society.

The problem of employment is always a crucial problem and is the concern of most parents and school students. The survey on the perception of 40 students about vocational guidance was carried out in Nguyen Viet Dung High School in Can Tho City, Vietnam. Results show that students are very concerned about their future career; students have a proper perception of vocational guidance and recognize well factors which affect their career choice.

Teaching mathematical concepts contains many contents such as: specific characteristics, properties, and exercises. Among them, teaching the meaning of concepts also plays an important role. The meanings of concepts are associated with the history of concepts and enable us to know the nature of concepts deeply. There are many teaching methods or ways to teach the meanings of concepts such as: designing exercises, creating situations, holding an experimental research. Here, our choice is an educational game because in teaching mathematics, it is regarded as a pleasant, amusing learning form, based on the created situation to help pupils apprehend the new knowledge, consolidate the old knowledge, skills, solution methods, the experience of life self-consciously, actively, independently and creatively. This paper offers an educational game to teach the meaning of natural numbers. The results show that students have recognized the meaning of natural numbers in the last phase of the game due to the teacher’s help.

Solving mathematical word problems is a difficult, complex and intellectual activity. The formation of problem solving skills is much more difficult than calculation skills because the problems are related to many concepts and a lot of mathematical relationships. Therefore, students are inevitable to commit errors to deal with them. This study shows the errors of 160 3rd grade students regarding some kinds of word problems in Mathematics 3 in Vietnam. The results indicate that children commit many errors due to many different reasons such as: subjectivity, carelessness, wrong application of the calculation rules, incorrect identification of problem kinds and wrong calculation.&nbsp