Current Status of Awareness Regarding Assessment in Mathematics Teaching for Capacity Development of Primary School Students: A Study at Selected Primary Schools in Binh Duong Province

This study aims to examine the current level of awareness among primary school teachers regarding assessment in Mathematics teaching, with a focus on fostering students’ capacity development, at selected primary schools in Binh Duong Province, Vietnam. The study employed a survey method coupled with quantitative analysis. Data were gathered through a questionnaire distributed to Mathematics teachers at selected primary schools in Binh Duong Province, Vietnam. The article presents the research findings, revealing that the majority of teachers recognize and understand mathematical competence, are able to differentiate between competence and skills in Mathematics teaching, and can identify manifestations of mathematical competence. However, they still face challenges in determining and assessing students' mathematical competence levels, which hampers their ability to effectively monitor the development of students' mathematical skills. This serves as a foundation for proposing measures to enhance assessment capabilities, with the aim of improving the effectiveness of assessment practices for primary school teachers in Mathematics teaching, particularly in the context of capacity development.