How mathematical knowledge leads students to tap into the implication of the idea-毕业论文翻译.docVIP

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2017-06-16 发布于浙江
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How mathematical knowledge leads students to tap into the implication of the idea-毕业论文翻译.doc

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How mathematical knowledge leads students to tap into the implication of the idea-毕业论文翻译

How mathematical knowledge leads students to tap into the implication of the idea Write papers network: the famous mathematician George Polya said: ‘Good way of thinking is like the North Star, and many people through it and found the right path.’ In the normal teaching, we should strive to tap the knowledge in mathematics implies the transformation of ideas, and other mathematical ideas, to grasp the use of mathematical ideas to solve problems, enhancing students ‘awareness of the initiative to use mathematical ideas, in order to improve their math skills to enhance students’ mathematical literacy, promote the comprehensive development of students, for students lay the foundation for sustainable development. First, the overall grasp of attention to mining materials in the transformation of ideas implied Mathematical knowledge in the concepts, rules, formulas, properties, etc. are clearly written in the textbooks, there is a ‘form’, and mathematical way of thinking is implicit in the mathematical knowledge system, there is no ‘form’, and fragmentation in scattered sections of textbooks, teachers, the key is how to discover, explore ideas into textbook contains this end, we need to conduct a systematic order, the sort of knowledge about the network while the system of mathematical thinking in primary schools stages, the distribution of the various sections. For example, the teaching of elementary mathematics content, addition and subtraction of the transformation, the transformation of multiplication and division, fractions and decimal conversion, division, fractions and compared the conversion of two-dimensional space (the transformation between the plane figure, three-dimensional space (three-dimensional graphics between the transformation between 2D and 3D spatial transformation, the transformation of the number and shape, etc. This can be combined with double-base of teaching, students consciously to penetrate, and gradually develop their initial