Mathematical thinking in classroom teaching should be fully reflected in the-毕业论文翻译.docVIP

Mathematical thinking in classroom teaching should be fully reflected in the Abstract from the current teaching practical point of view, students face a lot of math Exercises are often frustrated that there is much I do not know where to begin to problem-solving sense. Face this problem, students confused and teachers worry. Students really do not know if the teachers are under the guidance of learning in the classroom to develop good study habits, forming system, mathematical thinking, it would be handy Zaiqu think about mathematical problems more efficiently! Therefore, mathematical thinking in teaching the full expression of the current mathematics teaching should be the first requirement! Keywords: Mathematical Thinking Classroom Teaching Application At present, for the formulation of mathematical thought was very popular for its definition of the concept is also different opinions. However, according to many years of teaching practice, I believe that mathematical thought is the students through the learning of mathematics to form their own views and understanding the law. The application of mathematical thought that these laws for their own mathematical learning and problem-solving process. So as to achieve a multiplier effect. In short, mathematical thinking is mainly reflected in the mathematical language, equivalence transformation, Shuxingjiehe, analogy, classification, etc. and use of the summary of the law. So how are we going in peacetime effective teaching of mathematical thinking of students and to promote the Society applied? This is something that each of us educators concerned about and think about a problem. We can see from the teaching practice: the teaching of mathematics is actually taught the students basic knowledge of mathematics and mathematical. This is the relationship between the dominant and recessive relationship. Knowledge point is to obtain mathematical knowledge, the development of mathematical thinking, the driving force is to t