What is the mathematical view of life, the mathematical view of children, and the mathematical view

The purpose of kindergarten math games is to educate and entertain, so that children in the number-sensitive period are interested in boring math, so that children can learn through play. So the game design should have the following elements:

1. Life-oriented, the closer to the child's life, the higher the child's acceptance, and the higher the quality of teaching completion.

2. Simplification, due to the age limit of kindergarten children, their understanding of many things is still limited to the concrete stage, and the simpler and more specific the children, the easier it is for them to understand and learn.

3. Interesting, observe children's interests, guide and grasp children's learning directions, try to make games interesting and ingenious, and mobilize children's enthusiasm and initiative.

4. Operability, the game makes full use of real objects and toys in life as much as possible, implies rich mathematical concepts and attributes, and guides children to find mathematics and solve mathematical problems through active observation and exploration.

He Qiu pre-optical mathematics, with language that children can understand, interested topics and games, from concrete to abstract, truly cultivate children's mathematical thinking! Let every child love math!

For a long time, mathematics for life has been excluded from the subject of mathematics, but in fact, children have many conscious mathematical experience activities in their daily life practice, and form "everyday concepts". Therefore, making children's mathematics learning a process of interaction between "everyday concepts" and scientific concepts is the best bridge to combine children's daily life or experience with mathematical science. For example; When your child has a few pieces of candy in both hands and wants to know how many there are, he will use them"Count them in turn"way, counting from one chatter hand to the other.

After a few times, he would suddenly pour the candy in his hand on the table and count it again. So, he built the basics"Additive" thoughts.

There is a close relationship between the concept of mathematics and the concept of mathematics education.

The concept of mathematics refers to the individual's knowledge, understanding and values of mathematics, which affects the individual's learning style of mathematical knowledge, the judgment of the direction of the development direction of the discipline, and the thinking of the application of mathematics. The concept of mathematics is the basis for the formation of the concept of mathematics education, and the concept of mathematics education refers to the individual's concept of the purpose, content, method and evaluation of mathematics education.

The concept of mathematics education is formed on the basis of the concept of mathematics, which in turn affects the individual's understanding and attitude towards mathematics. For example, if a person believes that mathematics is only an exam-taking subject, focusing only on the memorization and application of mathematical knowledge, but not on the cultivation of mathematical thinking and application ability, then his or her view of mathematics is likely to be affected, believing that mathematics only exists to cope with exams, rather than an important knowledge and thinking tool.

Therefore, a person's view of mathematics and mathematics education are mutually influencing and interacting. A positive view of mathematics can promote a person's mastery and application of mathematical knowledge, while a positive view of mathematics education can promote a person's effective participation and promotion of mathematics education. Conversely, if a person's view of mathematics and mathematics education is negative, it may have a negative impact on his or her mathematics learning and application.

Therefore, in mathematics education, we should pay attention to cultivating students' positive view of mathematics and the concept of mathematics education, so that they can better understand the connotation and value of mathematics, enhance their interest in mathematics knowledge and mastery ability, and then improve the quality and effect of mathematics education.

What needs to be calculated with numbers in daily life is called mathematics, that is, the study of numbers. For example, if one kilowatt-hour of electricity costs four cents and five cents, how much does it cost for your family to use five kilowatt-hours of electricity every day? That's the math in life.

There are many, just a few examples. 1. The fan blades of the fan rotate around the center and there are countless straight lines.

2. Triangular bracket: The triangle has stability. 3. Quadrangular sliding door:

Quadrilaterals are unstable. 4. The functional relationship between speed, time and distance. 5. Use coordinates to represent geographical location.

6. Whether you can win the lottery if you buy a lottery ticket, the probability is a problem. 7. Kite flying smoothly is an application of the properties of axisymmetric figures.

Children in kindergarten are generally 3-4 years old, and according to the requirements of the "3-6 years old children's development guide" issued by the state, children's cognition of mathematics needs to have the following aspects:

1. Interest in learning mathematics.

When children perceive and discover the diversity of objects around them, they can experience and discover that mathematics can be used in many places in their lives, and they will become interested in mathematics learning.

2. Take the initiative to explore operations and seek answers.

Based on children's interest in mathematics, they will actively explore and seek answers through different methods, and in the process, their intelligence will be developed and many mathematical abilities will be improved.

3. Perceive the real thing and learn to compare.

At this stage, children can pay attention to the obvious shape characteristics of objects, and can describe them in their own words, can perceive the basic spatial position and orientation of objects, and understand the direction words such as up and down, front and back, inside and outside.

4. Understand numbers and quantities.

Combined with specific things, children can gradually understand the meaning of numbers and quantities through multiple comparisons.

The mathematical view of life and the mathematical view of reality.

I really don't know how to answer this. The mathematical concept of life, firewood, rice, oil and salt, clothing, food, housing and transportation, these expenses must be calculated, and there is a living account, which is inseparable from mathematics; I understand that sometimes thinking about problems should not be too complicated, but like naïve and simple children, think about things simply, and some things may just be simply added, subtracted, and subtracted; Realistic mathematical view, the mathematical formulas and theorems in books cannot be used to calculate real life, and there is no accurate answer in real life, so errors and uncertainties should be considered.

The concept of mathematics in the book says: "Mathematics as life is often a kind of mathematics of empirical symbols, and it uses more language and intuition. Mathematics as life refers to the non-formal mathematics that exists in the practice of life, and it is the mathematics that people can communicate and understand in the practical activities of social life.

However, I understand it more as the life experience that children have already acquired in relation to mathematics, which is the best bridge to combine children's daily life or experience with mathematics in books.

For most people, the concept of realistic mathematics is that they strengthen their communication and interaction with the outside world, so as to obtain some necessary knowledge for high-quality survival and social progress, because each person's experience is different, and their understanding of real mathematics will also be different. For example, when a first-grade student calculates 26+9, some students say, "Treat 26 as 20 and 6, first use 6+9 to equal 15, and then use 15+20=35"; Some students said, "Think of 9 as 4 and 5, first use 26+4 to equal 30, and then use 30+5 to equal 35"; Some students said, "Think of 26 as 25 and 1, first use 1+9 to equal 10, and then use 10+25 to equal 35" ......Everyone's understanding of the same topic will be different. Of course, it is inevitable that sometimes there will be deviations or even mistakes in one's own understanding, but this kind of mathematics based on one's own experience is realistic mathematics.

In the organization process of primary school mathematics learning, if we want to reflect the characteristics of the discipline such as the realistic mathematical outlook and the mathematical outlook on life, we must face up to the importance and necessity of students as the main body, start from the actual situation of students, let our mathematics lessons be in line with the actual life of students, let our mathematics lessons consider the psychological characteristics of children who need to operate intuitively, and let our mathematics lessons take into account the different experiences of each student for targeted realistic guidance.

In real life, choose the math topic you need for this lesson, ask questions related to this lesson, and let students solve them with what they have learned before, and then return to the knowledge they want to learn in this lesson to solve them. I don't know if my answer will work.

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