The article introduces some theoretical background of Freudenthal's theory of Realistic Mathematics Education and addresses the situation of mathematics teaching in Vietnamese primary schools. The article proposes some of implications to increase the use of authentic problems in mathematics teaching in Vietnamese primary schools. These suggestions aim at helping students apply mathematics in different real life situations and acknowledge the importance of mathematics in daily life. | VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 45-49 TEACHING MATHEMATICS AT PRIMARY SCHOOLS FROM THE PERSPECTIVES OF FREUDENTHAL’S THEORY OF REALISTICS MATHEMATICS EDUCATION Pham Xuan Chung - Pham Thi Hai Chau Vinh University Received: 01/09/2017; Revised: 15/10/2017; Accepted: 30/10/2017. Abstract: The article introduces some theoretical background of Freudenthal’s theory of Realistic Mathematics Education and addresses the situation of mathematics teaching in Vietnamese primary schools. The article proposes some of implications to increase the use of authentic problems in mathematics teaching in Vietnamese primary schools. These suggestions aim at helping students apply mathematics in different real life situations and acknowledge the importance of mathematics in daily life. Keywords: Realistic Mathematics Education (RME), realistic problem, realistic situation, Primary mathematics. 1. INTRODUCTION Theory of Realistics Mathematics Education is concerned with the connection of mathematics with reality and the self-discovery of knowledge via students’ experiences. There have been many studies which investigate and acknowledge the theory. In many countries, it has been applied in teaching Mathematics and outstanding educational breakthroughs have been achieved. Basing on the perspective of Theory of Realistics Mathematics Education, we briefly discovered how Maths has recently been taught in Vietnamese elementary schools and then proposed some suggestions for teachers to adopt this theory into the implementation of certain activities: the presentation of new knowledge, practice - production, extra curriculum, and testing and assessment. 2. CONTENT . Theory of Realistics Mathematics Education Since 1971, Freudenthal Institute has introduced and developed the theory of mathematics teaching and learning called Theory of Realistics Mathematics Education [1; pp. 1952] with two main points: 1) Mathematics must be connected to practice; 2) Mathematics should be
