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A likely cause is cultural misfit: a Confucian Heritage Culture may resist student-centred, constructivist practices against Vietnam’s traditional teacher-centred classrooms. The study investigates how philosophical predispositions relate to reform uptake among Vietnamese secondary mathematics pre-service teachers, compared with an Australian cohort, using mixed methods and examining links with teacher self-efficacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/philosophical-and-pedagogical-patterns-of-beliefs-among-vietnamese-and-australian-mathematics-preservice-teachers-a-comparative-study/594386/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/philosophical-and-pedagogical-patterns-of-beliefs-among-vietnamese-and-australian-mathematics-preservice-teachers-a-comparative-study/594386.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did Vietnam initiate curriculum change in 2002?","Question",{"text":112,"@type":113},"Vietnam’s shift was influenced by global pressures and concerns about poor international academic standing, leading to a student-centred reform agenda across disciplines.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What explanation is proposed for mixed reform implementation results?",{"text":117,"@type":113},"The text suggests a mismatch with a Confucian Heritage Culture, where social-constructivist beliefs may counter traditional teacher-centred mathematics classrooms.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study analyze beliefs and reform uptake?",{"text":121,"@type":113},"It uses a mixed-method approach, comparing a Vietnamese preservice cohort with an Australian counterpart, linking support for constructivist and traditional approaches to teacher self-efficacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594386,1792165812,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nPhilosophical and Pedagogical Patterns of Beliefs among Vietnamese and Australian Mathematics Preservice Teachers: A Comparative Study  \nBao Hiep Ly  \nAn Giang University, Vietnam  \nChristine Brew  \nNipissing University, Canada and La Trobe University, Australia  \nAbstract: Swayed by global pressures and poor international  \nacademic standing, Vietnam in 2002 initiated further school-wide  \ncurriculum change reflecting a student-centred reform agenda.  \nInitial research on implementation is producing mixed results. One  \nexplanation is a mismatch with a Confucian Heritage Culture as a  \nsocial-constructivist philosophy may counter the traditional  \nwidespread teacher-centred classrooms in Vietnam. School  \nmathematics is often regarded as culture-independent as similar  \ntopics are taught across nations. We take as a premise that the  \nadoption of the reform agenda is a worthwhile goal. Presented are  \nthe findings of a small scale study that set out to explore antecedent  \nphilosophical predispositions that may promote or obstruct the  \nreform uptake among Vietnamese secondary mathematics pre  \nservice teachers. Using a mixed-method approach, and a  \ncounterpart cohort from Australia for comparison, support for  \nconstructivist and traditional mathematics teaching and learning  \napproaches were explored in association with teacher self efficacy.  \nThe Australians were expected to reflect reasonable support for a  \nconstructivist agenda and the Vietnamese perhaps less so. For both  \ncohorts, the quantitative data reflected strong support for a  \nconstructivist framework and a modest rejection of traditional  \napproaches with the latter correlated with teacher self efficacy.  \nIndeed, the Vietnamese cohort conveyed a belief more so than the  \nAustralians that mathematics is a creative discipline; likely a  \nreflection of having studied more mathematics. Scale inter  \ncorrelations provided apparent philosophical paradoxes worthy of  \nfurther study. From the qualitative data the Australians do seem to  \nbe further down the track in espousing a philosophy that  \nincorporated a constructivist agenda. With further culturally  \nconnected professional development the Vietnamese may be better  \nprepared conceptually to apply it.  \nIntroduction  \nIn the developed nations, mathematics education research and policy directions have long advocated an inquiry approach to teaching school mathematics informed by principles of learning associated with a constructivist philosophy (Maher & Alston, 1990; NCTM, 1989, 2000, 2006) .  \nVol 35, 2, March 2010 67  \nAustralian Journal of Teacher Education  \nEmerging curriculum and teaching policy directions in Vietnam are consistent with this trend, prompted by the industrialisation and modernisation period embarked upon in 1991 (Nguyễn & Cao, 1999), and swayed by international studies that reveal poor academic standing (Business-in-Asia, 2009; Lê, 2006) . Since 2002, the Vietnamese national curriculum has endorsed more student-centred approaches across all disciplines (MOET, 2002, 2005, 2008) . To assist reform implementation, high achieving teachers and university lecturers are supported to study in countries where the curriculum has long reflected areform-based approach, Australia being one of these (ADB, 2009) . From the little research that has been conducted to date, reforms prior to 2000 in the primary sector did lead to positive changes in mathematics classrooms with students and teachers reported to be more active and creative, despite the large class sizes and general lack of resources and training (Do, 2000) . Commenting more recently on the impact of the reforms, Lê (2006) indicates improved learning outcomes based on test scores in Vietnam are lower than expected.  \nThe strategy of developing nations to rapidly promote the adoption of technologies and teaching methods initiated in western nations is aimed at gaining a more competitive edge in the glob","cbCaibfRwH1OnaAC","https://ap.wps.com/l/cbCaibfRwH1OnaAC","pdf",301069,"English","# Introduction\n## Curriculum reform context in Vietnam\n## Cultural mismatch and teaching philosophies\n## Study aim and comparative design","[{\"question\":\"Why did Vietnam initiate curriculum change in 2002?\",\"answer\":\"Vietnam’s shift was influenced by global pressures and concerns about poor international academic standing, leading to a student-centred reform agenda across disciplines.\"},{\"question\":\"What explanation is proposed for mixed reform implementation results?\",\"answer\":\"The text suggests a mismatch with a Confucian Heritage Culture, where social-constructivist beliefs may counter traditional teacher-centred mathematics classrooms.\"},{\"question\":\"How does the study analyze beliefs and reform uptake?\",\"answer\":\"It uses a mixed-method approach, comparing a Vietnamese preservice cohort with an Australian counterpart, linking support for constructivist and traditional approaches to teacher self-efficacy.\"}]","Philosophical and Pedagogical Patterns of Beliefs among Vietnamese and Australian Mathematics Preservice Teachers: A Comparative Study | PDF",1792079064]