After studying mathematics teaching and research activities, it was a valuable learning opportunity, which benefited me a lot. This article is the experience of mathematics teaching and research activities, welcome to read.

Learning experience of mathematics teaching and research activities;

After listening to the mathematics teaching and research activities organized by the school and Wu Jia District, I gained a lot of new knowledge about mathematics teaching in primary schools and broadened my horizons. Especially because of the different starting points of teachers' teaching and different teaching methods of the same content, I deeply realized the charm of mathematics teaching.

The third grade math class "Cognition Score" was taught by myself when I first came into contact with math teaching, and I have also listened to other teachers' classes before. In this activity, I came into contact with this content again, and found that every teacher has a link in the process of preparing lessons carefully and doing enough kung fu, and the teacher's design of this link is different, that is, the process of students overlapping pictures to express scores, and this design has only one intention. From concrete graphics to abstract graphics, students can advance step by step according to the program designed by the teacher, or they can describe the meaning of each score in a formulaic way. Under the guidance of teachers, students have a solid understanding of the meaning of scores, that is, it is easy to express the meaning of scores in combination with physical objects, but students are at a loss when they are separated from physical objects and only pay attention to the scores themselves. How do students penetrate the concept of "1" when understanding the meaning of scores to specific numbers? In the comments of this class, the researchers in Li Liu asked us to ask in-depth questions. Objects with different shapes should be folded or painted with the same score. How do students understand that this score means the same thing? I think this problem deserves my careful consideration.

Primary school students are very active objects, with a strong thirst for knowledge and many ideas of their own. But after years of study and experience accumulation, our teacher has gradually solidified his thoughts. For example, someone once did an experiment to draw a circle on the blackboard of kindergarten children. Some children say moon cakes, some eggs and some stones, while college students and adults who draw a circle on the blackboard will say zero. Why? In fact, this is the result of solidification of knowledge and experience. What our teacher lacks now is divergent thinking and rich imagination. Also in the "Cognitive Score" lesson, children use the folding method to represent a quarter of the score. Children have a variety of folding methods, but they can all express a quarter by averaging points. But the teacher's demonstration process and design may not have so many methods. I have to admire the wisdom of children jumping in simple thinking and reflect on their own teaching. How can we keep these beating wisdom and prevent them from losing slowly? In this teaching and research activity, I once again deeply realized that we should learn from children for this!

Evaluation strategies are indispensable in every class. In the evaluation of ordinary classes, we often rely on visual inspection and sampling inspection, and there are no reliable figures. In this study, I understand that scientific evaluation strategies are also very important. Besides the unmeasurable factors, we still need reliable figures to speak.

Teaching is an art, and different understandings will be displayed differently. Each teacher's understanding of the textbook will determine the teacher's teaching direction and design process, and will also determine different teaching effects. I hope I can be an understanding teacher.

Learning experience of mathematics teaching and research activities II;

On April 1 1 and 12, xx, I was fortunate to participate in the regional teaching and research activities of primary school mathematics organized by the Municipal Teaching and Research Office in Kuancheng Primary School, and observed six classes of three teachers. This activity is a valuable learning opportunity for me, which has benefited me a lot.

First, mathematics comes from life, and mathematics is everywhere in life.

The new curriculum standard points out that students' mathematics learning content should be realistic, meaningful and challenging. Because only by teaching with the content that students are familiar with, interested in and close to their real life can we stimulate their interest in learning, arouse their enthusiasm for learning, make students feel that life and mathematics knowledge are inseparable, and make the mathematics classroom full of rich life atmosphere, thus generating the motivation for students to explore mathematics and actively apply mathematics to think and solve problems. In these classes, teachers can take the things around them as an example, pay attention to the age characteristics of students, integrate mathematical experience into life, and solve life problems with mathematical knowledge as the starting point and destination of mathematics learning. Let the learning materials be full of intimacy and realism.

Second, highlight students' dominant position, develop students' innovative thinking, and make hands-on practice, independent exploration, cooperation and exchange become the main learning methods of students.

"Curriculum Standard" points out: "Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Mathematics learning activities should be a lively, proactive and personalized process. " The way of learning mathematics can no longer be a single, boring and passive way of listening and practicing. It should be a dynamic course. Teachers' teaching should create a relaxed space for students to think independently, let students discover various laws independently and fully respect students' individual thinking; Provide opportunities for students to communicate, let students share their thinking achievements, inspire each other and develop together. Teachers can leave enough time and space for students to observe, discuss, argue and explore whether to "discover the law" or "solve the problem". This design not only fully embodies students' dominant position, but also develops students' innovative thinking.

Third, focus on cultivating students' ability to observe and solve problems from multiple angles. Textbooks provide a wealth of problem-solving resources, some hidden in pictures, some hidden in words, such as two circles, back and forth and so on. And pay attention to consciously guide students to observe from different angles, or line by line, or column by column. Make students gradually form the habit of observing problems from multiple angles. In this process, students not only learned knowledge, but also fully developed their personality and gained a successful experience.

Fourthly, practice design attaches importance to promoting the continuous development of students' mathematical thinking. Teachers can design exercises at different levels. Different levels of topics integrate mathematical thinking into different levels of practice, so that students can not only participate in teaching activities, but also solve such simple practical problems. So that every student can gain something in the learning process.

Five, the use of information technology equipment in the classroom, the use of multimedia means to organize teaching, so that the abstract content is concrete and clear, so that students are active and interested in thinking, which helps students to play their initiative in learning, think positively, and better cultivate their independent innovation ability.

I hope I can participate in such activities more, learn from others' strengths and constantly improve my professional level.

Learning experience of mathematics teaching and research activities;

Today, the fifth-grade math teacher in our town conducted a teaching and research activity in Daruzhuang Primary School. Under the wonderful leadership of Director Chen, all the teachers spoke freely and talked about their own views on how to design math classroom exercises from various angles. After half a day of activities, I feel that I have gained a lot.

I know that math classroom exercise is an important part of a math class, and it is an effective way to further understand new knowledge, master new skills, cultivate positive emotions and attitudes, and promote students' further development. Therefore, in a math class, whether the exercise design is targeted and effective will be the most important thing in a class. Therefore, teachers should carefully design the content and form of exercises according to the teaching content, focus on the teaching objectives, connect with the students' reality, consider the form and specific content of exercises as a whole, and grasp the scale, so as to improve students' learning efficiency. We have this arrangement:

1, targeted practice design.

Different teaching contents have different emphases and difficulties. According to different contents, starting from the present situation of the class, grasp the teaching objectives of a class and practice the key contents intensively. For the difficulties, we should not only grasp the key, but also disperse them appropriately. There are several forms of practice at this stage:

1, special exercise. In the teaching process, we should make great efforts to arrange special exercises for the key points that students can't understand. For example, to teach an equation, we must first understand the meaning of the equation, so in order to highlight the key points and disperse the difficulties, we can carry out special exercises except addition, subtraction, multiplication and division of the same number 0 on both sides of the equation at the same time. When teaching oral arithmetic, you can also arrange it. But after practice, in order to achieve the ideal effect, there must be intensive testing.

2. Confirm the exercise. In the new teaching, let students guess first, then verify, and master knowledge in students' independent verification exercises, thus breaking through the key points and difficulties.

3. Reflection exercises. In the process of teaching, it will improve the efficiency of exercises by designing exercises targeted at students' error-prone problems.

2. Explore "diversified" exercise design.

Pay attention to "tricks" in classroom exercises. Step-by-step practice is inefficient. Practice must be targeted. Different forms of practice can achieve twice the result with half the effort. For those confusing contents, students should be guided to analyze them. At this point, you can design the following exercises:

1, discovery exercise. For example, in the estimation of integer division, we can let students find the estimation method through a set of calculations.

2. Compare exercises. For example, when the unit "1" is known and the unit "1" is unknown, teachers can design such exercises.

3. Variant exercises. For example, when teaching students the questions of "taking a boat", "taking a car" and "setting up a tent" for a spring outing, some questions of "making clothes" and "loading wheels" can be interspersed. Let students understand the essence of the problem and develop their thinking flexibility.

4. Feedback exercises. Take out the wrong questions of the students in the exercise and let everyone find out where they are wrong. This kind of exercise is highly targeted and efficient.

3. Exercise design of "expanding and extending".

In class exercises, add some original questions appropriately. Let students comprehensively apply what they have learned, solve some difficult exercises for some students, satisfy students' desire for knowledge and stimulate the spirit of exploration and innovation. This practice can not only improve students' thinking ability, broaden their knowledge level, improve classroom teaching efficiency, but also cultivate students' good learning quality. The following forms of exercises can be designed at this stage.

1, "Variable" exercise. Through the practice of changing a topic, let students think about changes in changes and learn to think from different angles, which not only consolidates knowledge, but also broadens the thinking of solving problems.

2. Open practice. Designing some exercises with redundant or insufficient conditions and different answers is conducive to the cultivation of students' divergent thinking and innovative thinking, and is more conducive to the transition from imitation to innovation.

3. Math exercises in life. For example, the problem of "shopping", the calculation of the surface area of plane graphics, the calculation of the volume of three-dimensional graphics and so on. Book knowledge can be integrated into our lives, so that students can have a deeper understanding of "mathematics comes from life" and gradually become interested in mathematics. More forms of exercises need to be gradually discovered and improved in the future research.

Second, the implementation strategy of effective extracurricular exercises.

In the usual teaching, we often find that the more homework we assign, the more mistakes students make, and the more teachers complain. Therefore, in extracurricular homework, I think we should write less homework or even no homework. Use some other forms of homework instead. There are several types of homework classes for reference:

1 practical work. For example, after students learn the percentage, they can go to various fields to find the percentage and understand the meaning of each; After learning kilograms and grams, students can freely investigate the net content of some items in the supermarket. There are many such cases. This kind of practical work not only cultivates students' interest in learning mathematics, but also improves students' ability to analyze and solve problems.

2. Investigation work. This kind of homework can not only enable students to acquire the basic knowledge in textbooks, but also enable students to actively connect mathematics knowledge with real life, so as to truly understand the significance and value of mathematics in social life. For example, after teaching interest, let students investigate with bank staff or parents and ask about the interest paid in advance or postponed.

3 research assignments. By designing some small research topics, students' reflective ability and problem-solving ability are cultivated. For example, let students study "how to improve the calculation accuracy", "why use draft paper" and "the best solution to solve problems with fractions". In this research process, I reflect on my learning process and methods.

In short, the most direct purpose of practice is to help students master knowledge, so practice can't stop at simple imitation and repetition, ignoring the thinking factors in practice. In essence, practice is only a means, the purpose of which is to cultivate ability and develop thinking.