How to develop students thinking skills in mathematics teaching

Ways to develop students' thinking skills in math classes:

1) Stimulate students' interest in learning.

Interest is a kind of psychological motivation of people. With interest, students can have the desire to learn, be able to mobilize their enthusiasm and initiative in learning, and make them think actively, so as to promote the development and improvement of thinking ability.

How can teachers motivate students? This requires teachers to dig deep into the textbooks in teaching, and adopt various teaching methods according to students' cognitive laws and experience to make students clear about the value of knowledge.

2) Thinking from a different perspective and training the ability to seek differences in rough thinking.

The important point of divergent thinking activities is to be able to change the thinking orientation that we have been accustomed to, and to think about problems from multiple angles, that is, from new thinking angles, in order to solve problems, which is also the differentiation of thinking.

From the perspective of cognitive psychology, in order to cultivate and develop the abstract thinking ability of primary school students, we must pay great attention to cultivating the ability to seek differences in thinking, so that students can gradually form multi-angle and multi-directional thinking methods and abilities in training.

1.From concrete to abstract understanding, mathematical thinking is cultivated. When learning the basic knowledge of mathematics, attention should be paid to the learning of concepts and theorems, because the knowledge in this area is relatively abstract, it is not easy for primary school students to understand, and it is difficult to learn.

In the process of teaching, teachers should start from concrete objects, and then gradually move away from concrete objects to abstract theorems, so as to cultivate students' abstract thinking ability. In this way, students can deepen their understanding of the concepts so that they can better apply the relevant theorems.

2.Develop mathematical thinking at key points in teaching. When learning new knowledge or reviewing, it should be taught in conjunction with specific content.

For the knowledge points of each section, the teacher sets relevant questions for students to think, and indirectly guides students to recall, analyze, understand, and deduce the knowledge of each section to make correct decisions. Finally, a summary of the content of each chapter is also required. This special method of cultivating thinking, which is implemented in the key points of teaching, is worth studying.

3.Cultivate mathematical thinking in connection with real life. Teachers should use their own life experience to talk more about the close connection between life and mathematics, so that the theoretical knowledge of mathematics can enter life from textbooks and make the theoretical knowledge more specific and vivid.

Guide students to use mathematical theory knowledge to solve related problems in life, so as to cultivate students' mathematical thinking, so that students' mathematical thinking ability can be enhanced in learning, so as to achieve the fundamental goal of teaching.

First of all, mathematical thinking is the ability to think and solve problems in mathematical ways. The best way to learn math and develop mathematical thinking is to provide students with conceptual math activities. For example, in the practice:

2+3=？When adding, the number of fruits will be displayed visually, 2 apples and 3 peaches together, how many fruits are in total? Transform abstract numbers into familiar objects for children, and turn abstractions into concrete images, so that children can feel the connection between numbers and life.

Secondly, parents or teachers have several misunderstandings that need to be avoided in the process of cultivating students' mathematical thinking ability.

(1) Resolutely resist learning that only pursues speedThe less fast they are to think about numbers and how they relate to each other, and the more they are willing to develop and apply number sense. Imagine if the teacher tested the students' mastery of math knowledge, and all the students answered the questions in the same way and at the same speed, like machines, how scary.

(2) Mathematical thinking is definitely not rote memorizationMechanical training allows parents to see obvious results in a short period of time, and the child may indeed be able to grasp some specific mathematical knowledge on the surface, but his thinking structure has not changed, which means that the child has not been substantially developed.

(3) Mathematical thinking training enlightenment is not as early as possibleChildren generally go through these stages when learning mathematics, the shallow stage (before the age of 3): thinking that a number is just a word. Beginner stage (3-6 years old):

The amount of the item, e.g. "I ate 4 blueberries". Intermediate stage (6-9 years old): the relationship of things, such as 4 o'clock always comes before 5 o'clock.

Advanced stage (9-12 years): These quantities can be compared not only with each other, but also with manipulation. Deep stage (after 12 years of age):

A number is a symbol of quantity that can represent anything, and anything can be quantified by numbers.

Therefore, parents in early childhood do not need to deliberately let their children learn to count and calculate, but only need to teach their children the "mathematics" in life by playing games, overcome the limitations of visual perception, and have a certain understanding of quantity.

Early mathematical thinking enlightenment can begin at the age of about three years, and gradually establish the concept of mathematics naturally and smoothly in life and games.

Real math training begins at around the age of 6 (the transition stage).At this time, the child's brain has a certain understanding of the relationship between things after the pre-operation stage, and at this time, as long as the parents choose the appropriate way of enlightenment, not only addition and subtraction within 10 or simple multiplication and division, the child can also do it gradually.

Correspondence of objects:

When a child counts, it is best to let him point to the objects to be counted one by one in order. In addition, it is important for children to understand the concept of cardinality, that is, the last number counted sequentially is the number of objects.

Distinguish similarities and differences: Give your child two cups and ask him to find out the similarities and differences between them. The cup can be exchanged for other daily necessities, such as socks, shoes, handkerchiefs, toys, etc. Since the child is young, he can only distinguish the similarities and differences of objects from the more prominent features at first, you can give him one thing first, and let him find one or more similarities with the other object, such as giving him a crayon, he may find a piece of clothing, because the crayon and the dress are the same color.

Give him an apple and he may find a ball because both the apple and the ball are round. When your child asks your questions, you need to observe, compare, analyze, and then draw conclusions, which are the basic skills for learning mathematics and thinking about problems in the future.

Compare size: Children generally like to put objects directly together to compare the size of the high and low, like a game is fun, parents can start with simple questions and gradually increase the difficulty. For example, you can compare two different pens, two apples, and two books, all of which can be directly compared together; Then compare which is higher than the door and the broom, which is lower between the refrigerator and the bench, and there is one thing in such a comparison that can be moved; After that, compare the table, the sofa, the two windows, and other objects that cannot be moved, and guide the child to compare with the help of tools, such as regular measuring tools, rope, pencils, etc.

Comprehensive classification: This is a comprehensive training for children to classify and count. Cleaning up toys, wardrobes, and kitchen cabinets with your child is a good time to do these kinds of games. You can classify toy cars by color, size, shape, etc., and ask children to count how many types they are; You can also sort the clothes by color and count how many of them are; You can also give the mixed chopsticks and spoons to the child, so that he can sort and count, and the child is generally very interested in this kind of game.

Group Comparison: Compare the number of items in two groups to lay the foundation for children to learn subtraction in the future. Almost all the items in the house can be used to make this game, take out some items and divide them into two groups at random, and let the child compare which group has more and which group has less. There is also a way to play that children may prefer:

Give your child some coins, preferably in an even number, and let him throw them out, and when he is done, let him count whether there are more heads or tails.

These games are a lot of fun, and will unconsciously develop children's simple thinking skills in mathematics, and lay a good foundation for entering mathematics learning in the future.

To cultivate students' mathematical thinking ability, physical demonstrations should be used, combined with teaching aids, etc. Have students have food to observe. According to the food, it is also to carry out the conception of thinking. Cultivate their ability to use their brains and think.