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The main purpose of this paper is to identify mainstream views to develop students thinking ability. For each view, we provide a process of researching, discovering, setting up and implementing algorithmic rules, quasi-algorithmic rules by giving out examples. | JOURNAL OF SCIENCE OF HNUE 2011 Vol. 56 N . 1 pp. 77-85 TRAINING STUDENTS ABILITY TO DETECT PRACTICE ALGORITHMIC AND QUASI-ALGORITHMIC RULES IN THE PROCESS OF DOMINATING MATHEMATICAL KNOWLEDGE Nguyen Huu Hau Dong Son 2 High school - Thanh Hoa Tran Trung Tinh Hanoi National University of Education E-mail tinhtckh@gmail.com Abstract. The main purpose of this paper is to identify mainstream views to develop students thinking ability. For each view we provide a process of researching discovering setting up and implementing algorithmic rules quasi-algorithmic rules by giving out examples. Keywords Algorithmic rules quasi-algorithm rules. 1. Introduction In mathematics there are many types of problems that could be solved by algorithmic rules and quasi-algorithmic rules. Researching investigating new algo- rithmic rules quasi-algorithmic rules to solve a specific problem class of problems could contribute in developing intellectual manipulations for students. In fact these activities have not been properly appraoched. The teachers are not very proficient in exploiting situations teaching contents in order to develop students ability to think about algorithms. 2. Content 2.1. Activities of algorithmic thinking Methods of algorithmic thinking is embodied in the following activities T1 Perform operations in a determined sequence that is appropriate with an algorithm T2 Separate an activity into sub-activities that are performed in a determined sequence T3 Generaliy a process occurs on some individual objects into a process wich occurs on a class of objects T4 Precisely describe a process of conducting an activity T5 Discover an optimal algorithm to solve a task 2 383 . 77 Nguyen Huu Hau and Tran Trung Tinh T1 activity demonstrates the capacity of performing an algorithm. From T2 to T5 activities demonstrate the capacity of building an algorithm. All 5 activities above are considered activities of algorithmic thinking. We found that in oder to develop algorithmic thinking .
