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Designing a teachiang situation: Developing formula to calculate the distance from a point to a plane in space (geometry for the 12th grade, chapter 3, lesson 2)

In this article, the author designs a teaching situation: developing formula to calculate the distance from a point to a plane in space. In these situations, all learning activities of students will have been planned by the teacher. | JOURNAL OF SCIENCE OF HNUE Interdisciplinary Science 2013 Vol. 58 No. 5 pp. 47-52 This paper is available online at http stdb.hnue.edu.vn DESIGNING A TEACHING SITUATION DEVELOPING FORMULA TO CALCULATE THE DISTANCE FROM A POINT TO A PLANE IN SPACE Geometry for the 12th grade Chapter 3 Lesson 2 Bui Van Nghi1 and Nguyen Tien Trung2 1 Faculty of Mathematics Ha Noi National University of Education 2 University of Education Publishing House Abstract. In this article the author designs a teaching situation developing formula to calculate the distance from a point to a plane in space. In these situations all learning activities of students will have been planned by the teacher. The formula to calculate the distance from a point to a plane will be created through the process of two different student s activities the first is the process of determining the distance in synthetic geometry and the second is the similarity in the formula for calculating the distance from a point to a line in the plane something that students already know . In this teaching situation students learn through their own activities but in a manner that was part of the teacher s plan. In the process of implementing the scenario from time to time teachers will need to orient students at a minimum level in such a manner that students will find the desired formula. Keywords Teaching situation the distance from a point to a plane in space. 1. Introduction When teaching mathematics particularly geometry quot The teacher needs to create situations in which students must understand the problems do the work needed to solve problems adjust his thinking and attempt to obtain new information. 2 93 . In each teaching situation we believe that the teacher needs to design a structure that contains three basic situations situation of action situations of comunication and situations of validation 4 . From the point of view that doing mathematics properly implies that one is dealing with problems quot 5 22 we need to