On the secondary school mathematics teaching and education in the thinking.docVIP

On the secondary school mathematics teaching and education in the thinking.doc

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On the secondary school mathematics teaching and education in the thinking

On the secondary school mathematics teaching and education in the thinking Abstract Mathematics is a reflection of the real world, describe, describe, explain, understand, and its purpose is to find the real world some of the hidden laws of number and shape for social progress and human development. Keywords think about education to understand Mathematics is part of life, it is to survive in the collective life, and left the life of this collective, mathematics is a Dead Sea, there is no life without the charm of mathematics is mathematical. Similarly, human beings are inseparable from mathematics, to leave mathematics humanity will not survive. someone and students do such an experiment, agreed on Sunday one day without using numbers and mathematics in the direction and location to see if can make it through this day, I also used the same test, and sure enough after the experiment I allow students to exchange experience, most of them are losers in the experiment because they are in life all the time with the math, if the student said, phone calls, watching TV, playing games use to digital, to the mall pay should also be used to buy things digital, there’s that came home from school to know the exact direction and location .... In order to enable students to truly understand the math from life, I advocate students to write mathematical diary, recording the life found that the mathematical problems and achieve good results, the students reflected in the diary of their application and understanding of mathematics. A dialectical view of education for students Everywhere is full of dialectics in mathematics, secondary mathematics syllabus clearly states: ‘use of dialectical materialism to clarify the teaching content, both for students to learn the basics, and it helps students develop the materialist world view.’ Penetration in teaching can be so dialectical point of view: 1 Nothing is static, the continuous development of science, human knowledge

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