DEVELOPING AN ASSESSMENT SCALE FOR FOURTH-GRADE STUDENTS’ MATHEMATICAL MODELING COMPETENCE IN TEACHING THE TOPIC OF “FRACTIONS”
DOI:
https://doi.org/10.18173/2354-1075.2026-0048Keywords:
mathematical modeling competence, assessment scale, primary students, fractions, grade 4Abstract
Within the 2018 General Education Mathematics Curriculum, mathematical modeling competence is regarded as a crucial component to be cultivated and developed among students. This paper presents the process of constructing an assessment scale designed to evaluate fourth-grade students’ mathematical modeling competence in the context of teaching fractions. Building upon theoretical foundations and international competence frameworks, the study analyzes the concept and structure of mathematical modeling competence at the primary level, while identifying observable indicators appropriate to the cognitive characteristics of fourth graders and the content of fractions. The procedure of scale development is described in detail, including the specification of sub-competencies, the design of indicators for each sub-competency, and the operationalization of performance levels. The outcome is an assessment scale with clearly defined criteria for each stage of the modeling process, thereby supporting primary school teachers in directing the evaluation of this competence. The proposed scale is also compared with several international reference frameworks to highlight its novelty and contextual appropriateness for teaching fractions in grade 4 in Vietnam.
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