The high requirements regarding the content of the knowledge, abilities and skills, which determines the capacity of the specialist to compete on the modern labour market are set to nowadays graduates. The tasks which require not only the knowledge of school curriculum, but also the creative application of this knowledge, in particular for inequalities solving are reviewed during Math’s course. This issue is quite relevant, because the tasks of this type are found in the tasks of school, district math Olympiads. Inequalities take a significant part of the school mathematics’ course. Applied tasks are written into Math’s language with the help of inequalities. In addition, inequalities are a tool that allows to repeat, fix, deepen the theoretical knowledge in each subject and to develop creative mathematical capacity. This topic contains many ways, methods of solving them and methods of proving them. Proof of inequalities must be given special attention because it plays an important role in shaping the logical thinking and mathematical culture. Tasks for proving inequalities make it possible to consolidate a wide range of theoretical issues studied in the school course of mathematics (theory of inequalities, properties of functions, questions of equivalent equations), they encourage the formation of critical thinking, the ability to ground actions logically. In addition, knowledge of classical inequalities and methods of proving them gives the opportunity to apply inequalities more widely in solving other problems, including applications. Since the tasks of proving inequalities are very diverse, there is no single general way to prove any inequality. Proving inequalities has a significant impact on the formation and development of creative thinking and creative personality of the student due to the availability of different ways to prove inequality. Different methods of inequalities solving are considered in this article. The peculiarities of pupils’ preparation by the method of proving contest and Olympiad inequalities, such as f12.jpg with the fixed sum of variables, are considered in this article. Let’s review the peculiarities of differential count set usage on the level of senior pupil. The ways of proving the inequalities with tangent or n-1 statement of equal meanings are analyzed, their advantages and disadvantages are reviewed. With the help of these notions it is possible to algorithmizate the process of proving several kinds of inequalities. Several ways of proving are introduced for some kinds of tasks, such methods of inequalities solving demand from pupils the basic knowledge in differential counting. Solving such problems contributes to intellectual development, the development of logical thinking and is a good material for the development of skills.
Solving of competitive problems by pupils and students is a good foundation and preparation for future practical and scientific activities, as mastering the methods of solving competitive problems requires them to work hard, actively and focused, as well as develops their creativity and raises level of interest in mathematics. The article reveals the mathematical aspects of preparing students to solve competitive problems on the example of one geometric problem (the ratio between the areas of triangles formed by the intersection of diagonals of a convex quadrilateral), which is the basis of many competitive problems in geometry; the problem is solved using the facts of elementary mathematics, available to students of the eighth form of secondary school; an analysis of the range of competitive problems of various mathematical competitions, for which the considered reference problem is a key subtask in the solution. An author's competitive problem for high school students has been created, which allows integrating a purely theoretical-numerical problem into the geometric shell with the study of simplicity of elements, divisibility of a product by a prime number, mutual simplicity of elements, with the need to find solutions of Diophantine equations in natural numbers. The article combines a problem series of a large number of different competitive geometric problems around one reference problem, presents the methodological aspects of preparing students to solve competitive problems on the example of this problem; attention is paid to checking the correctness of the obtained results, which avoids erroneous solutions; the tasks which urge to find and realize ways of their fulfillment are analyzed; examples of different tasks in terms of age capabilities of researchers are selected; the problems of competitions of regional levels with geometric and theoretical-numerical filling are considered; the competitive task on the given subject is created. Further research will be aimed at creating a broader series of tasks for the considered reference problem, including problems with integration into related competitive topics. The article emphasizes the problem content and structuring according to the age capabilities of students on the research topic.
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