Mathematics education at the primary level plays a crucial role in laying the foundation for students’ intellectual development and problem-solving competence. However, many Grade 5 students in Vietnam still face significant difficulties when dealing with ratio and percentage problems, especially in applying reasoning and selecting appropriate solution strategies. This study aims to explore the current situation of students’ mathematical problem-solving skills and to propose pedagogical interventions that enhance their competence in this domain. Using a mixed-methods approach, data were collected through surveys, classroom observations, and experimental teaching involving fifth-grade students from several primary schools in Bac Giang province, Vietnam. Quantitative data were analyzed with descriptive statistics and comparative tests to identify gaps in students’ skills, while qualitative insights were obtained through teacher interviews and classroom observations. The results reveal that many students struggle with problem recognition, reasoning, and solution presentation when solving ratio and percentage problems. The pedagogical interventions - designed based on Polya’s four-step problem-solving framework and experiential learning activities - significantly improved students’ analytical reasoning, logical thinking, and ability to transfer knowledge to new contexts. These findings highlight the importance of integrating problem-solving strategies into primary mathematics instruction and provide implications for curriculum developers, teachers, and educational policymakers.
Thuy et al. (Thu,) studied this question.
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