Score Distribution Chart of 2 Classes

10. (Understand) Calculate the derivative of mǜ or logarithmic functions


11. (Understand) The extremum of the mǜ or logarithmic function	Measure 2,3:
12. (Understand) GTLN-NN of mǜ function or logarithmic function	Practice history
13. (Understand) The problem uses the compound interest formula	computer use
	and detection
14. (Know) The basic method a f  x   b , with f  x  order I	and detection
	problem
15. (Understanding) Method mǜ a f  x   a g  x  , with f  x  , g  x  of order I, II	problem
16. (Know) Pt basic logarithm log a f  x   b , f  x  order I
17. (Understand) Pt logarithm log a f  x   log a g  x  or transform to basic form with f  x  , g  x  levels I, II.
18. (Know) Basic Bpt a f  x   ,  ,  ,  b ; f  x  level I
19. (Understand) Bpt mǜ a f  x   ,  ,  ,  a g  x  ; f  x  , g  x  level I, II
20. (Understand) Bpt logarithm log a f  x   ,  ,  ,  log a g  x  ; or transforms to the basic form with f  x  , g  x  levels I, II.
21. (VDT) Simplify or calculate using t/c of logarithms	Measure 4.5:
22. (VDT) Pt mǜ sets the secondary hidden	Total analysis
23. (VDT) Pt logarithm set sub-hidden	match and fight
23. (VDT) Pt logarithm set sub-hidden	price
24. (VDC) Pt mǜ or pt logrit	price
25. (VDC) Bpt mǜ or bpt logrit

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3.3. Experimental method of pedagogy

Based on the proposed measures, organize experiments on these measures on experimental classes to test the feasibility and effectiveness of such measures. At the same time, adjust measures when necessary to make them more appropriate.

Process data related to the topic of qualitative and quantitative analysis, thereby drawing conclusions related to the content of the analysis.

Statistics after the test of the test class and get feedback.

3.4. Experimental organization

3.4.1. Experimental object

The experiment was conducted at Nguyen Hung Son High School, Rach Gia City, Kien Giang.

The experimental class is class 12A15: 45 students are in the basic department, Class 12A14 is 45 students in the same basic department and it is found that the levels of the two classes are equivalent in terms of mainly average and good students.

And based on the scores of the two classes after completing the test of chapter II Factorial functions, exponential functions and logarithmic functions (without taking any measures), the results of the two classes are similar.

On that basis, we propose an experiment in the above 2 classes during 2 review periods for the school's 2019 National High School Exam.

Based on the score of the first 1-period test after completing chapter II Factorial functions, exponential functions and logarithmic functions.

Table 3.1: Statistical table of scores for two classes

Point x i

2	3	4	5	6	7	8	9	Student number
TN class	first	7	5	16	7	7	first	first	45
DC class	first	6	4	17	7	8	2	0	45

twelfth

ten

Figure 3. 1. Score distribution chart of the 2 classes

Comments: + The experimental class has 71% points from average or higher.

+ The control class has 76% average score or higher.

3.4.2. Experimental progress

The experiment was conducted from April 20, 2019 to April 29, 2019. We prepare lessons with the pedagogical intention of applying visual teaching aids according to the proposed measures to improve the effectiveness of the teaching process. The control class asked the teacher to teach normally. To evaluate the experimental results, we conducted a second 1-hour test to evaluate.

3.5. Experimental results

After teaching the experiment, we gave the two classes a common test. Content of the question matrix and answers (Appendix attached). The following results:

Table 3.2: Statistical table of scores for the two classes after control

Point x i

2	3	4	5	6	7	8	9	Student number
TN class	first	3	4	22	7	4	3	first	45
DC class	2	5	7	18	7	3	3	0	45

ten

Figure 3. 2. Score distribution chart of the 2 classes

Result:

+ The experimental class has 82% points from average or higher.

+ The control class has 69% average score or higher.

Comment: Statistical results of the second test show that students in the experimental class scored better than the control class, shown in scores and test results. Especially when teaching in the direction of capacity development, we observe that students are more interested in the lesson than the traditional solution method, which we ourselves have felt since the first semester of teaching. When observing lessons from colleagues teaching in the control class, we realized that students lacked confidence in solving math problems, many formulas students could not remember, and students often solved problems incorrectly when solving problems involving solution sets of solving inequalities. and takes a lot of time. The most important thing is that students are more active, independently explore, acquire knowledge in the process of problem solving, are more interested and confident in learning mathematics, solving problems,

3.6. General conclusions about the experiment in chapter 3

From the second test, it shows that the results achieved by the experimental class are higher than the control class. The reason is that in the experimental class, students practice the ability to appropriately use visual aids in math problems, and at the same time practice skills, synthesis, and active creativity... besides that. , visual aids also help students solve math problems more concisely and simply than many other methods.

The results obtained through the initial pedagogical experiment allow us to conclude that: if there is a method to properly use visual teaching aids, it can create interest in learning for students and attract them to study. Voluntarily and actively engage in mathematical activities, stimulating curiosity and a passion for self-study; Helps students understand basic knowledge more deeply, thereby giving them the habit of thinking independently to solve problematic situations and clarify themselves and their peers. This shows the effectiveness of appropriately applying visual teaching aids to the process of teaching students on a specific math topic in high school.

Therefore, the purpose of the pedagogical experiment has been achieved and the scientific hypothesis raised has been verified by experiment.

CONCLUSION

During the process of researching the thesis topic, the following results were drawn:

1. Identify the role and function of computational ability in the process of teaching exercises on exponential functions, exponential functions and logarithmic functions.

2. Analyze the teaching process, characteristics, and teaching requirements for the exercises of the chapter on factorial functions, exponential functions, and logarithmic functions.

3. Identify the necessity of applying measures to develop computational capacity in the process of teaching exercises on exponential functions, exponential functions and logarithmic functions.

4. Proposed 5 measures and applied them when carrying out teaching in the direction of developing students' computational capacity through teaching exercises on the chapter on factorial functions, exponential functions and exponential functions. logarithm.

5. Initially tested through pedagogical experiments to illustrate the feasibility and effectiveness of using the measures to develop computing capacity for students proposed by us.

6. The thesis can be used as a reference for high school math teachers.

The results obtained above initially allow us to conclude that: if we pay attention to the construction and appropriate use of teaching measures to develop students' computing capacity, it will contribute to improving the quality of teaching. learning mathematics in high schools, meeting the requirements of innovating mathematics teaching methods.

Therefore, the scientific hypothesis of the thesis is acceptable, the purpose and research task of the thesis have been completed.

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