Abstract:
This study examines how teaching geometry and measurement in Grade 5 can contribute to the
development of mathematical problem-solving competence, as emphasized in Vietnam’s 2018 General
Education Curriculum. A quasi-experimental design was employed with Grade 5 students from
selected primary schools, divided into experimental and control groups. The experimental group was
taught through problem-based instructional situations, while the control group followed traditional
methods. Data were collected using pre- and post-tests, classroom observations, and teacher reflection
reports. The findings indicate that students in the experimental group achieved significantly higher
results in three domains: (1) understanding and applying geometric concepts, (2) solving measurement
problems with multiple strategies, and (3) transferring knowledge to real-life contexts. Teachers also
reported that problem-based teaching enhanced student engagement, autonomy, and creativity. These
results suggest that competency-oriented instruction in geometry and measurement not only
strengthens problem-solving competence but also fosters broader skills such as reasoning and
communication. The study provides practical implications for teachers, curriculum developers, and
policymakers in aligning classroom practices with the goals of competency-based education.
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