How to cultivate primary school students interest in learning mathematics

For children, try to criticize and encourage them as little as possible, and try to guide them and stimulate their interest in learning. Praise is recommended.

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You can tell your child more stories about mathematics or scientists and mathematicians to stimulate your child's curiosity about mathematics.

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Appropriate material rewards can be made, such as how many points are given for an increase in math scores. Or incentive trips, free time, etc.

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You can also do some calculation games with your child so that your child can learn through play. At this time, it is necessary to grasp the appropriate difficulty according to the specific situation of the child.

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When you see your child's progress, you should praise and encourage your child in time to help them build up their confidence in learning mathematics. Make your child fall in love with math!

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Try to let your child have as much contact with nature as possible, and it is more important to raise a healthy and sunny child than anything else.

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and the third grade of education**.

It is recommended to improve children's hands-on ability and let them learn tangram and geometric drawing boards.

This is simple, and it popularizes anime, secondary two disease knowledge for elementary school students.

How to combine students' age and thinking characteristics to cultivate students' interest in learning in the teaching and learning of mathematics in primary schools, and talk about some experiences.

1. Create exploratory situations to stimulate interest in learning.

Modern educational theories have put forward the viewpoint of "three masters": that is, classroom teaching should be based on students' reform and development, students' exploratory learning should be the main body, and teachers' creative teaching should be the leading. Therefore, in classroom teaching, teachers should create an exploratory learning situation to guide students to think about problems from multiple angles and in different directions, so as to stimulate students' interest in learning and change "I want to learn" to "I want to learn".

For example, when teaching "Calculation of Parallelogram Area", the formula for calculating the area of the parallelogram is the focus of teaching, and the derivation of the formula for calculating the area of the parallelogram is the difficulty of teaching. How to break through the difficulties, we have made this design in classroom teaching. I first show the rectangular frame and tell the students that the rectangle is 3 decimeters long and 2 decimeters wide, and ask the students to name its area, and then the teacher pinchs a set of diagonal corners of the rectangular frame and pulls it outward, and the rectangle becomes a parallelogram.

At this time, I asked: Can you tell if its area has changed? Student L:

Its area remains the same, still 6 square decimeters. Student 2: Its area has changed, and it is smaller than 5 square decimeters.

At this moment, the teacher does not have to rush to affirm or deny these two students, leaving the students with a suspense, what is the area of this parallelogram? How? According to the psychological characteristics of primary school students, they will definitely explore the reasons, and teachers should create such situations for students, let students explore and draw their own conclusions.

In this way, the students' desire to learn is strongly stimulated, and the learning effect is much better than the teacher shoehorning into ready-made formulas.

2. Create a competitive situation to arouse interest in learning.

The educator Comenius once said, "The children's desire to learn and learn should be aroused in every possible way." Since we are in a big competitive environment, we might as well set up a competitive situation in our small classroom, teachers in the classroom to introduce a competition mechanism, teaching to achieve "a low starting point, highlight the key points, scatter difficult points, heavy process, slow half a beat, more encouragement." "Create opportunities for students to show themselves and express themselves, and promote all students to compare, learn, catch up and surpass.

For example, in a mathematics teaching and research activity, a teacher designed such a situation based on the teaching content and the psychological characteristics of primary school students. In the lesson of "Understanding 8", the teacher takes out two sets of number cards from 0 to 8 and designates a boy and a girl to represent the men's team, and the women's team competes. Although the teacher has not yet announced the rules and requirements of the competition, all the students have entered the situation set by the teacher, secretly cheering for their team, and all the students' interest in learning has been aroused at once.