TEACHING FRACTIONS FOR COMPETENCY DEVELOPMENT IN THE CONTEXT OF VIETNAM’S 2018 PRIMARY CURRICULUM

This study investigates the teaching of fractions in primary education within the framework of Vietnam’s 2018 General Education Curriculum, which emphasizes competency development as a central goal. Fractions are recognized as one of the most challenging yet fundamental mathematical concepts for primary students, requiring not only procedural fluency but also problem-solving competence and the ability to apply knowledge in real-life contexts. The research employed a mixedmethods approach, combining classroom observations, student surveys, and pedagogical interventions with Grade 4 and 5 students in several primary schools in Thai Nguyen province. Findings reveal three major areas for competency-oriented fraction teaching: (1) strengthening basic fraction skills such as simplification, finding common denominators, and comparison; (2) improving students’ proficiency in performing the four fraction operations (addition, subtraction, multiplication, and division); and (3) fostering the application of fraction knowledge to real-life problem-solving tasks. Classroom examples demonstrate that contextualized teaching, such as solving word problems involving sharing or measurement, not only enhanced computational accuracy but also promoted logical reasoning, perseverance, and student engagement. Overall, the results suggest that competency-based approaches to teaching fractions significantly improve both mathematical skills and broader competencies, aligning with the objectives of the 2018 Curriculum. The study provides practical implications for teachers and curriculum developers, highlighting the need to integrate real-world contexts and studentcentered strategies into mathematics instruction at the primary level.