2. Do not work hard the day after tomorrow.

A mathematician summed it up very well, "Mathematics is the methodology to solve problems".

1, if a pair of parents' methodology for solving problems in daily life is stupid, then it is difficult for children to get rid of the stupid framework of methodology and basic thinking methods that have been subtly inherited. When stupid thinking meets smart and efficient methodology, it will only fall into conflict without seeking to change thinking. This is the fundamental psychological factor that most children can't learn math well.

Because most people live at the bottom of the pyramid, this situation is precisely caused by their poor methodology in dealing with problems. Therefore, failing to learn mathematics is largely limited by this social gene, education gene and thinking gene.

2. Learning mathematics is, to a great extent, sublating old thinking and establishing new thinking; The psychological process of sublating the old methodology and establishing a new methodology. This process is tantamount to a self-revolution. Only by making up your mind to get rid of your old self and rebuild your new children can you really learn math well. This kind of effort, first of all, is an effort of psychological reconstruction, not an effort of rote memorization. If you are unwilling to work hard psychologically and always cling to your old self, then no matter how hard you try to memorize, it is difficult to make progress in mathematics.

Mathematics is a very difficult course, which needs to be studied from primary school to university and even graduate students. Most primary school students to graduate students find mathematics difficult and afraid of it. Poor math learning is due to both intellectual reasons (given to you by your innate parents) and acquired efforts.

Einstein once said that "genius is 99% sweat+1% inspiration", but there is another saying that "this 1% inspiration is far more important than 99% sweat". In fact, mathematics is the same. It is not enough to work hard, but also to have a certain talent and interest. If you are not interested in mathematics, it will be very painful to learn.

As far as primary school mathematics is concerned, almost all children's intelligence level can be satisfied with the basic knowledge in textbooks, so children in primary school mathematics should be able to achieve better results as long as they are interested in mathematics and study hard.

In fact, many excellent students have realized the importance of cultivating interest and mathematical thinking. At present, the outstanding students of Grade One and Grade Two in excellent training institutions focus on cultivating mathematical thinking ability and interest, and generally do not start the training of Olympic Mathematics until Grade Three. Not all children are suitable for the Olympics, and not every child has to engage in the Olympics. What suits your child is the best. In recent years, the country has also realized the negative impact of teaching Olympic Mathematics, and gradually diluted it.

Let me analyze this problem: first of all, it must be clear that the mathematics mentioned here refers to the mathematics of primary school, junior high school or senior high school! I often meet students with poor math scores. After tutoring, almost all my grades have been greatly improved! Let's talk about the main practices first:

First of all, enlighten students and build confidence! Primary and secondary school students are full of energy. When they are full of energy, there is no difference. Anyone can learn math well! Tell him that he is afraid of math because of his poor grades. Shall we improve his grades now? Come on! Drum up students' enthusiasm for learning mathematics and they will have confidence. They are not afraid of mathematics and have taken the first step! This kind of meaning is often said, especially when he has difficulties in math study, he should continue to encourage him!

Secondly, after we despise difficulties strategically, we should attach importance to them tactically! It's time to do something concrete. First look at the papers of the previous stage, the final and mid-term exams, analyze the mistakes and the reasons for them, then classify them, arrange the questions in a targeted manner, and solve the problems! When choosing multiple-choice questions, the difficulty should not be reached in one step, but should be gradually increased! Practical guidance is very detailed, such as careless mistakes and losing points, and many reasons can be found out! In addition, we should show him how to understand and master mathematical concepts, axioms, theorems and inferences, and how to use them! How to think, analyze, etc. I won't describe them one by one when I deal with the exercises!

In short, we must be patient, persistent and not afraid of repetition, because we will not succeed in one step! Finally, I will definitely overcome my fear of mathematics and get good grades in mathematics!

I think it's a lack of effort the day after tomorrow.

A person's mathematical ability is often not innate, and the cultivation of mathematical and physical ability is usually based on acquired guidance and learning, which is different from others.

Therefore, some people are born with strong language learning ability because they have genetic and genetic advantages, and the acquired guidance is more successful and more conducive to the growth of children.

On the other hand, a person's poor math study is not because these people are particularly stupid, nor does it mean that they have to go to cram schools and take extra long classes to make their children progress, but because we are born with a lack of reading and math genes and must work hard the day after tomorrow to establish a thinking channel.

Well, the landlord's question is divided into two parts, congenital and acquired. For children with congenital mental retardation, the landlord's first analysis is affirmative. However, there are also many children with normal or even extraordinary intelligence. Because of lack of learning ability and poor academic performance, they are misunderstood as mental retardation, and more misunderstandings are that they don't work hard and don't like learning the day after tomorrow. This misunderstanding has created a tense atmosphere in their family. When it comes to learning to do homework, they jump like chickens and dogs, and later they really become students who are tired of learning and have poor grades. There are many such children now.

For children's learning problems, I found that many times, parents actually misunderstood their children. The children's problems that parents see are more superficial behavior problems of children, and deeper problems have not been raised.

I once came into contact with a child whose academic performance was quite good before the third grade, but it began to decline obviously in the senior grade, and his parents were also very worried. They feel that they are too busy with their work and ignore their children's attention, which leads to their unwillingness to study.

Many parents also have the same idea, pay attention to children's behavior changes, and then make judgments based on their own analysis, but this is not the case.

Some children's grades drop not because she doesn't want to learn, but because she really can't do it.

This is also related to children's learning methods. Today, we will talk about children's poor math.

Spatial representation ability is closely related to mathematics. Without spatial representation, it is impossible to abstract concrete objects into the simplest model.

The so-called spatial representation is an abstract spatial relationship and a "schema" representation. For example, when we say "the apple is on the right side of the orange and the pear is on the left side of the orange", we may simplify the specific object such as the apple into an abstract circle or point.

Marcus knauf and others believe that what people really rely on in the process of reasoning is the abstract "spatial representation". If children don't have the ability of spatial representation, there will naturally be problems in calculation, especially when the numbers above 10 are added or subtracted.

You ask children to draw pictures and describe "I have two lollipops, my father has four lollipops and my mother has six lollipops". Usually, children draw concrete lollipops instead of abstract points.

In this way, if she wants to calculate "I have two lollipops, my father has four lollipops, and how many lollipops do my father and I have together", then she must imagine lollipops in her mind.

At this time, children will have a series of questions: which one do you want from so many kinds of lollipops? When was the last time you ate a lollipop? What's the smell of lollipops?

No matter how difficult the topic is, she will feel that she can't calculate at all, so when the child can't express the specific things in the space, she must recite the numbers and rules, which is not only laborious, but also easy to make mistakes. This is why some children are poor at math.

In fact, to apply "vertical addition and subtraction" to spatial representation, children should understand "what is the meaning of borrowing when doing subtraction, and how to move forward when the sum of addition exceeds 10".

As long as you have the ability of spatial representation, it is easy to understand the internal quantitative relationship, and with enough practice, you can quickly master it.

Then how can we exercise children's spatial representation ability? Today, I share a method-grasping the air training.

For example, let the child imagine "two lollipops" first, then let him grasp it in the air and imagine that he is holding it tightly. What will happen to lollipops in the end Small, this is to let children understand what is spatial representation.

Catch two lollipops twice and three lollipops three times ... Is it very simple and convenient?

After practicing 1-9, you can grab "10" again, and let the children grab the 10 lollipop and hold it hard. It becomes smaller again, which is a little bigger than the point of "1 lollipop" just now. ...

then what

"We always draw points. Very inconvenient. Let's invent dot symbols to represent these points-1, 2, 3 ...10,100,1000 ... "

This can help children complete the process from concrete image to symbolic representation.

Children with poor spatial representation ability can't calculate and can't do anything about application problems. If you find that your child's mathematics is getting worse and worse, you may wish to see if there is a problem with your child's spatial representation. For children, learning is more difficult and it takes time to get used to it. Parents don't have to worry too much at first, give their children more time, find problems with their children and grow up together.

Many people misunderstand the role of genes. The biggest function of genes is to give you a "healthy" body. This kind of health is not just a healthy appearance. Physical health determines your ability to withstand pressure.