Dòng Nội dung
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Đánh giá thực trạng hỗ trợ học tập cá nhân hóa cho sinh viên tại hai trường đại học thành viên thuộc Đại học quốc gia Hà Nội / Nguyễn Hòa Huy // Giáo dục Thành phố Hồ Chí Minh . - 2024-1. - tr. 48-52. - ISSN: 2354-0753



Ký hiệu phân loại (DDC): 378.17549
Personalization has become an inevitable trend in all areas of life and education is also one of them. Personalized learning is a basic requirement of education 4.0, considered an educational method focusing on the needs, interests, goals and abilities of each learner. To assess the current situation of personalized learning support for students at Vietnam National University, Hanoi, the study collected survey responses from 400 students of two member universities, VNU University of Education (UEd) and University of Engineering and Technology (UET). The results show that there are five influential factors in supporting personalized learning for students, in descending order: (1) Learning support from instructors, (2) learners’ goals and progress, (3) Learners’ right to make choices about their learning, (4) Use of technology to access and support learning, (5) The connection of homework. The findings are considered a useful reference for managers in improving the effectiveness of personalized learning at universities in general and Vietnam National University, Hanoi in particular.
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Low attainers in primary mathematics / Berinderjeet Kaur, Masura Ghani (editor)
Singapore : World Scientific, 2012
viii, 220 pages. : illustrations ; 24 cm.
Ký hiệu phân loại (DDC): 372.7
Low Attainers in Primary Mathematics focuses on data from students in Singapore schools. It is widely acknowledged that students from Singapore do well in mathematics in international studies. This book provides readers with a glimpse of students from Singapore who are at the other end of the ability spectrum. The book is based on a study that explored the mathematics content knowledge of Primary 4 low attainers in mathematics, their behaviours, affects and home backgrounds, and learning experiences. Based on the findings of the study, the book has recommendations for teachers of low attainers in primary mathematics. This book serves as a must-have resource for teachers and graduate students in Singapore who are working with or studying low attainers in primary mathematics. It also makes a worthy contribution towards literature on low attainers in the field of mathematics education
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