Exploring factors influencing mathematics lecturer’s intention to use mathematical modelling in Vietnamese universities

Abstract

Mathematical modelling in mathematics education has garnered significant attention from researchers due to its ability to connect mathematics with real-world contexts and promote the practical application of mathematical knowledge in students’ professional activities.  However, the use of this method at universities in Vietnam is not widespread. This study aims to describe the current state of adoption and explore the factors influencing university lecturers’ intention to use mathematical modelling in their teaching based on the Theory of Planned Behavior (TPB). A survey was conducted with 306 mathematics lecturers from universities in the North, Central and South of Vietnam. Descriptive statistics and regression analysis were performed using SPSS version 25. The results indicate that lecturers with higher academic qualifications (doctorates, associate professors, and professors) and extended teaching experience tend to adopt mathematical modelling more frequently. Female lecturers also used this approach more often than their male counterparts. Additionally, data analysis revealed that all three factors in the TPB model (attitude, subjective  norms, and  perceived  behavioral  control) positively influence lecturers’ intention to adopt this teaching method. This research provides a comprehensive overview of the current situation. It serves as a scientific foundation for proposing policies and measures to promote mathematical modelling in mathematics education at universities in Vietnam.