Multidisciplinary integration message in Math exam

Photo: Tien Thanh - TL.

This year, when I looked through the high school graduation exam in Math, I suddenly smiled when I read a question that seemed “dry with numbers and symbols”, but warmed the soul of the countryside: “For the aquaculture industry, controlling the amount of residual drugs in the water…”.

Mathematics has long been labeled as a cold, dry, and impractical academic subject. But no! This way of posing questions is bringing Mathematics closer to everyday problems - with people, with agriculture , with the environment. Variations of functions, derivatives, logarithms... suddenly become lively when placed in the context of shrimp ponds, fish ponds, of drug residue testing, of responsibility for the living environment around us.

A math exam, but it can also be a meaningful life lesson. The question not only requires students to solve exponential functions but also reminds us of the importance of protecting water resources - a vital resource. The question reminds us of the hardships and worries of shrimp and fish farmers, facing increasingly strict requirements on food safety, export, and international standards. A question that seems to be purely a matter of calculating data, but opens up many dimensions of association and reflection.

The value of this way of setting questions lies not only in the knowledge of mathematics but also in the message of multidisciplinary integration: there is environmental science, chemical knowledge, economic thinking, professional ethics, and most importantly, community awareness. The student who does that problem today could be an “agricultural entrepreneur” (agricultural entrepreneur) tomorrow who creates wastewater treatment technology, an “agricultural official” (civil servant, agricultural official) who struggles with traceability policies, or a young scientist who creates a drug that does not leave toxic residues.

Knowledge comes from questions. I would like to express my sincere and deep gratitude to the teacher who researched the question that touched the concerns of farmers and the farming profession. A test question cleverly reminded society: agriculture is not a simple labor industry, but a vast space of science and creativity. From a small math problem, we can see the image of modern agriculture: there is mathematics in farming modeling, there is accounting in calculating investment and costs, there is information technology in automation and data retrieval, there is biology in improving varieties and controlling diseases.

This exam suggests an important point: no matter what you study - engineer, doctor, journalist, architect - you can stick with agriculture, if you have a spirit of service. Because agriculture is not just about producing rice or fish, but about life, the environment, the community, the culture of a nation. When the story of farmers is included in the Math exam, it is also the time when schools, society and the test makers together sow a seed in the hearts of the young generation: the seed of connection between knowledge and life, between study and practice, between career and social responsibility.

And certainly, in the future, there will be students who are diligently doing their exams today, who will later become people who diligently solve bigger problems - the economic problem of integrating the multi-values of an ecological, smart, sustainable agriculture - environment, so that each Vietnamese agricultural product is the "answer" crystallized from the mind and heart.

According to nongnghiepmoitruong.vn

Source: https://giaoducthoidai.vn/thong-diep-tich-hop-da-nganh-trong-de-thi-toan-post737681.html