PHAT TRIEN NANG LU€ SUY LUAN DjNH LUPG CHO HOC SINH TIEU HQC O ThS H O A N G N A M H A I '''' T u duy dinh luqng (TTDL) Id nhiing thdng tin Nhieu nhd gido dye cho rdng, ndng lye SLDL phdn dnh cdc hien tu[.]
PHAT TRIEN NANG LU€ SUY LUAN DjNH LUPG CHO HOC SINH TIEU HQC O ThS H O A N G N A M H A I ' u dinh luqng (TTDL) Id nhiing thdng tin Nhieu nhd gido dye cho rdng, ndng lye SLDL phdn dnh cdc hien tuqng tu nhien, cdc mdt cua ddi sdng kinh te xd hoi Tu TTDL, chung ta cd the gidi thfch, phdn tfch, udc luqng de dua dy bdo, gidi quyet cdc vdn de ndy sinh lao dqng sdn xudt cung nhu cudc sdng Ndng Iyc suy luqn dinh luqng (SLDL) rdt cdn thiet mqi h'nh vyc vd Id mqt ndng Iyc md moi cdng ddn cdn duqc trang bi Ndng Iyc SLDL cdn duqc xem nhu mdt tieu chf de ddnh gid ndng luc cua hqc sinh (HS) Tuy nhien, viec gidng dqy hien d nude to, ddc biet d bdc tieu hqc chua chu trqng d i n myc tieu phdt t r i l n ndng luc ndy cho HS Thuc trqng cua viee d q y hqc p h d t t r i l n ndng luc SLDL eho hqe sinh t i l u hqe (HSTH) SLDL Id mqt qud trinh dua tren nhCrng hieu biet, kTndng todn hqc vd ede klndng nghe nghiep 6e md td, khdo sdt, ude luqng, phdn tich, gidi thfch, phdn dodn mdt cdch dung ddn nhi?ng TTDL; h> d d , dua cdch gidi q u y l t vdn de mdt cdch hqp If SLDL boo gdm khd ndng dien dqt thdng tin bdng todn hqc thdng qua 66 thj, Idi ndi hodc bdi v i l t ; boo hdm cdch gidi quyet vdn de, nhdt Id cdc vdn de ndy sinh tu thyc te SLDL ddi vdi HSTH Id qud trinh so sdnh, vd udc luqng cdc dqi luqng; ddng thdi, riit Idi gidi cho nhi?ng bdi todn dmh luqng don gidn Hien nay, viec dqy hqc phdt trien ndng luc SLDL cho HS cdn nhieu hqn c h i , HS gdp khdng ft khd khdn dd'i mqt vdi nhCing bdi todn ddi hdi khd ndng SLDL Nhieu doonh nghiep phdn ndn ve su thilu hyt ede klndng, kT thudt djnh luqng md ddng le HS dd duqc frang bj trude tdt nghiep phd thdng Ddc biet, gido vien gidng dqy d cdc trudng phd thdng chua duqc trang bj eo sd If ludn ve ndng lye SLDL Vi vdy, nhieu mdn hqc, HS chf duqc trang bj khdi niem, cdng fhuc, kl ndng tfnh todn md chua duqc rdn luyen ndng luc SLDL M q t so' ndng luc SLDL md HSTH c d n duqc ren luyen v d phdt trien giup ngudi biet dp dyng cdc kl ndng todn hoc, kl ndng nghe nghiep co bdn vdo viec gidi quylt cdc vdn de cudc sdng vd frong cdng viec mdt cdch chfnh xdc vd hieu qud Do d d , HSTH cdn duqc phdt trien ndng luc SLDL vd eoi ddy la mdt nhijng Heu chf ddnh gid k i t qud hqc tqp cua HS De ddnh gid ndng luc SLDL eua HSTH, cdn dya vdo ede ndng luc sou: 1) Khd ndng nhqn biet djnh luqng ve ede sd, biet do, udc luqng cdc dqi luqng, dinh luqng ve dien tfch cdc hinh phdng don gidn; 2) Biet so sdnh d ede muc nhu; coo thdp, ft nhieu, to nhd, so sdnh ve dien tfch, cuo mdt sd yeu td; 3) M d hinh hda cac bdi todn lien quan ve mdt djnh luqng qua so doqn thdng, hinh phdng vd b i l u d d ; 4) Dqc, giai thfch vd rut Idi gidi, k i t ludn Kr md hinh todn hqc b i l u dien TTDL; 5) Khd ndng ung dyng kiln thue hqe tdp tqi trudng vdo thyc Hen, HS ed thisu dyng nhi/ng k i l n thue, md hinh todn d l phdn tfch, If gidi vd hodn thdnh cdc bdi tdp djnh luqng vua sue vdi cdc em; 6) LTdc luqng vd k i l m fra nhijng edu frd Idi dd'i vdi vdn de ndy sinh frong thue tien, xde dmh vd d u dodn cdc khd ndng ed t h l xdy ra, h> dd lyo chqn phuong dn hqp If, tdi uu nhdt Su d y n g cdc b i e u d i e n todn hqc de phdt t r i l n n d n g luc SLDL cho HSTH 1) Cdc dgng bieu dien todn cdn dung de ho trg gidng dgy, phdt Kien nang luc SLDL cho HSTH O Idp 1, Idp ngudi ta thudng si> dyng md hinh todn dudi dqng cdc hinh nhu hinh tam gidc, hinh vudng, hinh ehi? nhdt, que tfnh, 6e cung cdp eho HS hinh dnh frue quan ve cac eon sd, phep so sdnh, phep tfnh cdng fru so hqc Song Idp 3, , 5, b i l u d d doqn thdng duqc su dyng thudng xuyen d l hudng ddn cdc em torn tdt de b d i , suy ludn Hm tdi Idi gidi eho nhirng bai todn ^ , bdi todn cd phdn sd B i l u 66 hinh cot, hinh quqt trdn; b i l u d d dudi dqng dien tfch hinh T * Tnrdng Cao ding giao thong van tai II Ba Nang Tap chi Giao due so (ki i 10/2011) D vd mdt hinh chi? phdng duqc khai thdc, hd trq cho HS Hm duqc Idi gidi ede bdi todn vd phdt trien ndng Iyc SLDL 2) Su dyng cac bieu dien toan de ho trg viec tim Idi gidi nhdng bai todn cd lien quan ve mat djnh lugng D l minh hoa cho vdn de ndy, chung tdi dua mdt sd vi dy phqm vi chuong trinh Todn Idp Vi dy 1: Mqt cua hdng cd 114 tq gqo Ngdy thu nhdt bdn tq, s d g q o cdn Iqi bdn hai ngdy sou thi h i t Bilt rdng ngdy thCr ba bdn duqc sd gqo bdng / sd gqo bdn ngdy thu hai Hdi hai ngdy sou, moi ngdy cua hdng dd bdn duqc boo nhieu tq gqo? Phan tich: Day Id bdi todn md HS phdi Hm duqc sd gqo bdn frong ngdy thu hoi vd thu ba, Id bdi todn lien quan ve mdt dmh luqng cd tfnh thyc te, vua sue vdi ddi tuqng HSTH Ldi gidi cua bdi todn se rdt gqn n l u ta su dyng so 66 doqn thdng nhdt IJNM, bdng cdch keo d d i cqnh EF cdt hai cqnh A M , DN Idn luot tai I, J Cdc^J.-GV cd the h u d n g M N d d n HS chia Hmh H dien tfch hinh H thdnh tdng dien tfch hinh vudng bdng nhau, bdng cdch keo ddi cqnh EF cdt hai cqnh A M , DN Idn luot tai I, J; keo ddi BE, CF cdt M N Idn luot tai H, K ' " Vi dy 3: Bilu 66 dudi ddy (so dd 3) cho biet sd cdy dd trdng duqc cua mqt dqi trdng cdy thdng 1, thdng 2, thdng 3: Cau hdl 1: Thdng trdng duqc nhieu hon thdng boo nhieu cdy?; Cdu hdl 2: Trong ba thdng 1, 2, 3, trung binh moi ?t9 thdng trdng duqc bao nhieu cdy?; Cdu hdi 3: Em N g i y U : y^ H hdy ve t i l p bieu dd bieu thj sd cdy trdng duqc SSta thdng , b i l t rdng thdng, frung binh Ngay III: ^ ^ •+mdi thdng trdng duqc 1750 cdy Phan tfch: Ddy Id bdi todn md TTDL ve sd cdy trdng duqc md td dudi dqng bieu dd cdt Dua So vdo b i l u 66, HS cd t h l trd Idi duqc cdu hdi Trude h i t , ede em tfnh sdgqo cdn Iqi sou ngdy 1, bdng cdch Idy trj sd cot thdng tru cho trj sd thu nhdt Id: 114 = 85 (tq) Do sd gqo ngdy thu bo bdn bdng / ngdy thu nhdt nen ta dung cot thdng 1: 1750 ' 1250 = 500 (cdy) D l tfnh trung so dd gdm hai doqn thdng, doqn thdng thu nhdt " chia ldm hai phdn ehi so gqo ngdy thu hai bdn binh m d i t h d n g t r d n g d u q c bao duqc, doqn thdng thu hoi chia ba phdn chf sd ^' gqo ngdy thu bo bdn duqc Qua so 66, HS de nhieu cdy, HS thue tfnh: hien p h e p ddng suy ludn duqc tdng so phdn bdng Id: + = (phdn), phdn bdng ndy cd tdng (1250 + 1500 + ) : = 1500 tdt ed Id 85 tq gqo Sacte' (cdy) Do d d , so gqo bdn ngdy thu hai Id: Cdu hoi 85 : X = (to) Sd gao bdn ngdy thu khdng nhi?ng ren ba Id: 85 = 51 (tq) Vi dy 2: Tfnh dien tfch hinh H vdi kfch thude luyen cho HS k l n d n g tfnh t o d n , ghi tren hinh ve (hinh H): Phan tich: Ddy Id bdi todn lien quan d i n dien kien thue ve sd So 66 tfch hinh phdng Tuy theo each chia dien tfch hinh trung binh cdng H thdnh dien tfch cua nhieu hinh vudng, hinh chu md cdn ren luyen eho cdc em ndng luc md hinh nhdt khde md HS se suy ludn bdng nhieu hda TTDL thu duqc qua b i l u dd Ddu Hen, HS tfnh sdedy bdn thdng trdng phuong phdp 6e tfnh dien tfch hinh H duqc Id: 1705 X = 7000 (cdy) Tu do, HS Hnh Cdch 1: HS eoi dien tfch hinh H Id tdng dien duoe sdedy trdng duoe thdng Id: 0 tfch hai hinh ehu nhdt ABIM, CDNJ vd mot hinh vudng EFJI, bdng each keo ddi cqnh BE, CF cdt (1250 + 1500 + 1750) = 2500 (cdy), vd ve b i l u dd b i l u thj so cdy trdng duqc thdng (so cqnh M N tqi I, J dd 4), day chfnh Id gidi phdp ren luyen cho ede Cdch 2: HS ed t h l djnh luqng dien tfch hinh H em ndng lye md hinh hda TTDL qua b i l u d d cot bdng tdng dien tfch hoi hinh vudng ABEI, CDJF I 1750' 1500 1JS0 ISOO 2000 1750 1900 J 500 I290 SOO Tap chi Giao due so (ki i • 10/2011) # 3) Tu cdc bieu dien suy ludn de bdi cua bdi todn Vidy 4: Dua vdo sodd 5, hdy ldp de todn rdi gidi Ka, ddnh gid kit qud hqc tdp cua HS, edn ddnh cho vi§e ddnh gid ndng li/e SLDL, coi ddy Id mqt nhC/ng Heu ehf quan trqng cdng tdc kilm tra ddnh gid Q TAi li^u tham khilo Nguyfin Ang - D6 Trung Hi^u B4i tap phat tri^n Toin NXB Gido due, H 2006 Ukg TulH: I2 Va Duong Thuy (chii bifin) - Nguyfin Ngpc Hai Em tu luy^n tap Toin NXB Gido due H 2005 '•* Sodd5 Ph?im Dinh Thyc Giai bai tap Toin NXB Tdng hgp TP HS Chi Minh, 2008 Phan tfch: N l u nhi?ng vf dy tren r6n luydn eho Trdn Vui "Sir dyng toin hpc h6a de nSng cao hiiu HSTH ndng luc md hinh hda cdc bdi todn thi vf bi^t djnh lugrng cho hpc sinh trung hpc ph6 thOng" dy ren luyen cho HS ndng luc nguoc Iqi, tu so T?ip chi Khoa hge gido diic, Vi^n Khoa hpc giao due dd md td dqc duqc de todn Ddy Id mqt qud ViOt Nam, sCf 43/2009 trinh suy ludn thudn nghjch, r6n luy^n ndng luc SLDL rdt hiru fch SUMMARY Chdng hqn, h> sodd 5, HS cd t h l ldp d l todn The capability of quantitative reasoning gives nhu sou: Hal tui dgng ago, tui thu nhdt cd so ggo students tools for self-thinking and flexible response nhieu han tui thu hai Id 12kg Tui thu hal cd sd to problems rising in life For teaching aimed at ggo bdng 1/3 hjl thu nhdt Hdi moi tui cd bao devekDping the capability of quantitative reasonhg nhieu kilogam ggo? for primary students It is necessary to emphasize Dya vdo so dd, ede em Hm Idi gidi eho bdi the use of mathematical expression and of Information technology todn, dmh luqng so kilogam gqo frong moi hji: Sd strengthening gqo ed Kii thu hai Td: 12 : (3 - 1) = d (kg) So application gqo cd tui thu nhdt Id: d + 12 = 18 (kg) Ndng luc SLDL ho Kg eho HS ede cdng ey 6e h/ minh hr duy, ung phd linh hoqt cdc vd'n de bdt (Tiep theo Kang 2d) gdp frong cudc sdng Do vdy, viee dqy hqe phdt friln ndng luc SLDL eho HSTH Id rdt edn thilt Ddy phf eho ddo tqo, bdi dudng, muo tdi lieu hoc Id mdt nhi?ng Heu ehf d l ddnh gid ndng lye tdp, eho hqc vien theo khd ndng tdi ehinh cua nhd frudng vd quy dmh tdi chinh hien hdnh.Q cua HS, gdp phdn ddi mdi PPDH todn hien De dqy hqc nhdm phdt friln ndng lye SLDL cho HSTH, chijng tdi de nghj: - Chuong frinh ddi Tii lifu tham khao mdi SGK dd bien soqn theo quan dilm tqo dieu Chi thj 40-CT/TW ciia Ban Bi thir ngiy 15/6/2004 kien eho fre tilp edn vdl md hinh todn hqe nhdm v6 vi$c xiy dyng, ning cao chcft lugmg dOi ngfl nh^ giup cdc em ed khd ndng udc luqng hodc phdn giio vi quin li giio dye biet djnh luqng nhi/ng sd frong cudc sdng Tuy Nguygn Due Chinh "Cin c6 cich ti€p cin he thdng nhien, se hieu qud hon nlu nhi?ng md hinh fTnh v i ^ xiy dyng chuong trinh bdi duOng ngtiiep vu duqc thay bdng md hinh ddng vdl su fro giup eua cho nhi giio" (Ki y6\i hOi thao khoa hpc) Trudng Dai hpc giio due - D ^ hpc qudc gia Hi NOi, thing 3/2010 cdng nghe thdng Hn, dd tfnh frye quon se coo Le Hoing Hi K^t qui khao sit thyc trang day hoc hon, bdi gidng se Idi cudn hon; - Tdng cudng ung vi quin li d^y hpc theo quan dilm day hpc phin h6a dyng cdng nghe thdng Hn d l thilt ke bdi gidng, ed d mOt sd trudng THPT trBn ca nudc, thing 5/2010 thl hudng ddn HS cdch ve dd thi, bilu h> ede phdn mem dqy hqc; Cdn bd sung them mdt sd SUMMARY bdi tcxan mang tfnh thuc t l d l HS cd dieu kien van Result of surveying the current situation of dyng kiln thuc todn hqc, kl ndng dmh luqng gidi teacher's teaching based on the viewpoint of quylt vd'n d l , qua dd ren luyen ndng luc SLDL cho classification teaching show that teacher's HS; Trong bj phuong phdp luqn ve SLDL, suy awareness and implementation of this teaching luqn thdng ke cho gido vien, d l hq cd co sd If viewpoint are still limited Therefore, in teacher luqn, cd nhdn quon ve SLDL; - Trong qud frinh kilm training, it is necessary to pay attentk>n to thismatter Tui I: Bdi dirong giao vien Tap ehi Glao due so (ki i -10/2011) ... cao hiiu HSTH ndng luc md hinh hda cdc bdi todn thi vf bi^t djnh lugrng cho hpc sinh trung hpc ph6 thOng" dy ren luyen cho HS ndng luc nguoc Iqi, tu so T?ip chi Khoa hge gido diic, Vi^n Khoa... luyen ndng luc SLDL cho classification teaching show that teacher''s HS; Trong bj phuong phdp luqn ve SLDL, suy awareness and implementation of this teaching luqn thdng ke cho gido vien, d l hq... trq cho HS Hm duqc Idi gidi ede bdi todn vd phdt trien ndng Iyc SLDL 2) Su dyng cac bieu dien toan de ho trg viec tim Idi gidi nhdng bai todn cd lien quan ve mat djnh lugng D l minh hoa cho vdn