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Anonymous users2024-02-15Thinking is a process, and this process is done through language, so as to improve students' mathematical thinking ability.
First, they must be trained in mathematical language expression. What do you think about a question, talk about your thought process, and say it correctly and in an organized manner.
Second, cultivate students' way of thinking about problems.
1. In the teaching of computing, students are taught the procedural and directional thinking, that is, starting from the first calculation, then what to think, and then what to think.
2. In the teaching of practical problems, cultivate the orderliness of students' thinking, that is, how to analyze the relationship between quantities, find out the known conditions and unknown problems in the problem, establish the connection between them, and use the known conditions to find unknown problems.
Specific methods: list method, flow chart, line diagram, through these methods to clarify the order of thinking, highlight the thinking process.
Third, strengthen variant teaching and cultivate divergent thinking. Some students can solve the problems they have seen, but they are overwhelmed by the slightest change in the problem, and the following methods can be used to deal with this situation:
1. Multiple solutions to one problem (multiple solutions to one problem).
2. A question is changeable (a question has multiple variations, that is, a question changes into a variety of different question types).
3. One picture with multiple paintings (one figure grasps its essential characteristics and adopts different painting methods).
4. One question with multiple questions (one question with many different statements).
5. Dare to question (dare to ask questions if you have different opinions).
6. Design more open-ended questions.
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Anonymous users2024-02-14Hello, there are many kinds of mathematical thinking!
For example, Spark Thinking has a curriculum system corresponding to children of different ages, and the curriculum is diversified, so children are relatively easy to accept and are interested!
3-4 years old. This is mainly separation anxiety transition and kindergarten training planning!
Thinking ability training: orderly thinking, analogical thinking, corresponding thinking.
Ability development: memory, observation, expression.
Knowledge Training: Mathematics and Operations.
4-5 years old. Social goals: character development period, preparation for the transition period between young and primary school.
Thinking ability training: categorical thinking, substitution thinking, symbolic thinking.
Ability development: attention, spatial imagination ability, hands-on ability.
Knowledge Training: Geometry and Space.
5-6 years old. Social goal: the transition between young and primary schools, and consolidate the foundation of thinking.
Thinking ability training: abstract thinking, transformation thinking, reverse thinking.
Ability development: reasoning ability, abstraction ability, computing ability.
Knowledge Training: Geometry and Space.
6-7 years old. Social goals: primary school adaptation period, intellectual breakthrough period.
Thinking ability training: orderly thinking, step-by-step thinking, and combination of numbers and shapes.
Ability development: numeracy skills, communication skills, creativity.
Knowledge Cultivation: Logic and Relationships.
7-8 years old. Social goal: a transition period of two to three capabilities.
Thinking ability training: transformation thinking, substitution thinking, graphical thinking.
Ability training: operational ability, self-learning ability, comprehension ability.
Knowledge Cultivation: Logic and Relationships.
8-10 years old.
Social goal: to consolidate the foundation of the discipline.
Thinking ability training: inductive thinking, model thinking, variable thinking.
Ability training: reasoning and proof ability, analytical judgment ability.
Knowledge Training: Mathematical Applications.
It is better to cultivate children's mathematical thinking ability step by step!
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