How to make students master the language of mathematics and how to use the language of mathematics c

Primary school students in the lower grades have limited comprehension ability, especially the question types with more words, they often don't know where to start, so how to make the children in the lower grades find the right way to do the questions and complete the learning tasks? I think we can think about it in the following ways.

1. Contextualization of mathematical language.

When learning the eighth unit of mathematics wide-angle - collocation knowledge points, this is the first time that the second-grade children have come into contact with the knowledge points of mathematics wide angle, which is also the difficulty of this semester, when they first started to learn this knowledge point, many students do not understand the difference between permutation and combination, especially some words are very similar, for example, the same three numbers "can form 6 2-digit numbers, but there are only 3 possibilities for summing? There are 3 people, and every two of them send messages to each other, how many messages are there in total? There are 3 people, every two people fight each other**, how many times do you hit **?

For these questions with very similar types, I often ask students to demonstrate on the spot, and let students know that playing ** once is done by two people at the same time, so it has nothing to do with the order; Sending information involves the order of sending messages, and through the common sense of students' lives, we understand that sending messages is mutual and related to the order.

2. Interesting words about mathematical language.

Children in the lower grades have poor concentration, and if you explain math to them in the language of Wen Zou Zou, they will find it boring, so it is necessary to use popular and interesting language to explain to them according to their age. For example, in the lesson of finding patterns, there is a regularity between each number, and I use the language method of "building a small bridge" to let students successfully find the characteristics of each mathematics and their "mediators". At the same time, "building a small bridge" can not only be used to learn the knowledge points of "finding rules", but also can be used to explain the type of problem solving, when solving two mathematical problems, I use the example of "building a small bridge" to emphasize the importance of serious problem problems, the first problem formula or number is wrong, which will directly lead to the wrong solution to the second question, just like building a small bridge, the small bridge in front collapses, and the bridge behind it will rot.

Mathematical language is visualized.

Students in the lower grades are in the stage of concrete image thinking, they do not yet have abstract thinking, but the current mathematics knowledge has put forward higher requirements for the second grade students, how can they find the right way to learn? I think that through the intuitive form, students can better understand the meaning of the question, for example, the drawing comprehension can be more visual and intuitive, there is a question type of "There is a bag of apples, Dad ate half of it, Mom ate the remaining half, there are 3 left, how many apples are there?" Most of the students directly use "3+3=6" to solve the problem through the literal understanding, and under the guidance of the teacher, the students find the correct idea of solving the problem through the "pie drawing method".

Leaning over and thinking from the height of the children, everything becomes easy.

1. Create game situations to stimulate students' thinking. In the teaching of mathematics in primary schools, teachers can use the game situation teaching method to stimulate students' interest and confidence in learning mathematics, and cultivate students' thinking ability through the game situation teaching method. Create a play-based teaching method to learn in real situations as much as possible, and the situations should be close to or consistent with the students' life experience, so that the students can resonate.

The creation of situational games should be based on the level of students' knowledge structure and cognition. For example, the use of "treasure hunting" game teaching situations. The teacher hides the treasure in the teacher before class, and then invites a few students to come up and hunt for the treasure, and limits each person to only one chance to find it.

When the teacher gives a hint, the scope is narrowed down, which is conducive to the student's treasure hunting journey, promoting the student's experience of mathematics knowledge in the game and improving their thinking ability.

2. Use multi-class teaching to promote students' positive thinking. In the teaching of mathematics in primary schools, teachers should make reasonable use of more and more information, so that the classroom teaching information is diversified, so that students can feel the vivid, intuitive, vivid and interesting mathematical knowledge. It is easy to stimulate students' interest in learning and stimulate students' positive thinking ability.

The use of multi-** teaching to transform abstract mathematical knowledge into concrete knowledge, effectively help students break through their thinking ability, so as to promote students' positive thinking attitude.

3. Effectively carry out group discussions and exchanges, and how to improve mathematical thinking ability. Organizing group discussions and exchanges is the starting point for improving mathematical thinking skills, and is to provide students with space for independent discussions. Strengthen the mutual discussion and exchange of plans between teachers and students to improve their mathematical thinking ability, so as to achieve mutual teaching, mutual learning, common development, and enhance the teaching realm of students' thinking ability.

Teachers can reasonably group students in a one-to-one form according to the individual situation, for example, let an excellent student be responsible for a middle student, and let a middle school student help a junior student, so as to achieve a reasonable match between group members and promote positive interaction between group members. Teachers should assign a group leader to each group, who is responsible for maintaining order in the group, standardizing the discussion sessions and submitting the discussion report, so as to prevent individual students from making remarks that are not relevant to the discussion. In addition, in the group discussion and exchange, the teacher should not take himself as a bystander, but should actively participate in the discussion and exchange activities, fully understand the situation of the group discussion and exchange, find and correct the problems from it, and guide the students to discuss around the correct thinking ability exchange.

Through this kind of thinking ability discussion and exchange, the teacher and students can promote further understanding, so as to realize the effective development of group thinking ability discussion and exchange.

Fourth, the cultivation of primary school students' thinking ability is the primary task of teachers' mathematics teaching, cultivating students' interest in learning, creating a harmonious atmosphere in the classroom, so that students' thinking ability can be fully developed.