How to Cultivate Students' Mathematical Literacy in Teaching \x0d\ The so-called mathematical literacy refers to the literacy of mathematical knowledge, skills, abilities, concepts and qualities acquired by individuals through their own practice and cognitive activities on the basis of human innate physiology, influenced by acquired environment and mathematical education. It is gradually internalized in the long-term mathematics study. It includes mathematical knowledge and skills, mathematical consciousness, problem-solving ability, mathematical information exchange, innovative consciousness and so on. Teenagers are the reserve army of all-round talents and the future of the motherland, shouldering the sacred mission entrusted by history. Educating teenagers to study scientific and cultural knowledge hard and lay a good foundation, especially cultivating their mathematical literacy from an early age, is one of the keys to whether they can become all-round people. "Mathematics Curriculum Standard" clearly puts forward that mathematics education should be oriented to all students and realize "everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics ",emphasizing the foundation, popularization and development of mathematics curriculum. This is a breakthrough and innovation in the guiding ideology of mathematics education for many years. That is to say, under the guidance of this concept, we should realize the overall goal of mathematics education, improve students' basic knowledge and skills in an all-round way, vigorously cultivate students' emotional attitude and mathematical ability in learning mathematics, transform the concept of new curriculum standards into specific teaching objectives, and implement them in mathematics teaching activities one by one. I will talk about some of my own practices and experiences based on my own teaching practice. First, attaching importance to cultivating students' sense of numbers is an important part of a person's mathematical literacy. The so-called "number sense" refers to students' keen, accurate and rich perception and understanding of logarithm. The establishment level of number sense is an important symbol of students' individual mathematical literacy level. Mathematics curriculum standards point out that students' sense of number should be cultivated through mathematics activities. \x0d\ 1。 Create a life situation and enlighten the sense of numbers \x0d\ The famous mathematician Hua once pointed out: "One of the reasons why people have a boring and mysterious impression on mathematics is that mathematics teaching is divorced from reality." It can be seen that life is the source of mathematics. Without life, mathematics learning will be difficult, and "number sense" cannot be cultivated through teaching. Therefore, in mathematics teaching, we must closely contact with students' real life, fully tap students' living resources, build abstract mathematics on students' vivid and rich life background, let students feel and explore by themselves, observe and understand things around them with mathematical eyes, and express and communicate with mathematical language. This can improve students' sensitivity to logarithm, form a good logarithmic intuition, and thus inspire students' sense of number. \x0d\ x0d \ 2。 Guide careful observation and establish a sense of numbers \ x0d \ Mathematics is a subject of thinking, observation is the antenna of thinking and the basis for students to understand things, and observation is one of the basic methods for the formation and development of mathematical knowledge. Therefore, in teaching, teachers should guide students to observe the goal in an orderly, serious, multi-angle and all-round way, which can guide students to observe the picture and find mathematical problems; Observe the law and find mathematical problems; It can also guide students to express and exchange observed information with numbers ... through a series of observation activities, it can help students learn mathematics knowledge, establish a sense of number and develop a sense of number. For example, in the teaching of "number understanding" in all grades of the new curriculum, we should pay attention to let students observe first and then talk. For example, observe the thickness of a piece of paper, then observe the thickness of10,30,50 sheets, and then take out a stack (/kloc-0,000 sheets) of paper for them to observe the thickness. For another example, when teaching "Understanding of 0", teachers guide students to tell where they have seen "0" in real life. In this respect, students have rich life experience, such as "I have seen 0 in the scores of sports competitions"; "See 0 on the thermometer"; "There is 0 on the mobile phone"; "There is a 0 on my ruler" ... Students intuitively understand that "0" means the dividing point between the thermometer and the directional map, except that there is no; Mark the starting point on the ruler; Represents a date on a calendar; On the mobile phone, the license plate and other numbers together form a number ... these are things around students, and students can easily understand and accept them. In this way, students not only understand the meaning of numbers, but also initially establish a corresponding sense of numbers. \x0d\3。 Build a platform for activities and develop a sense of numbers \x0d\ Piaget said that activities are the lever for children's development. Through practical operation, let students realize that "number" is around, feel the interest and function of "number", and have a sense of intimacy with number. Therefore, in classroom teaching, teachers should provide students with a platform to fully engage in mathematics activities, always regard children's activities as the basis and carrier of the main development, provide open time and space for activities, give students room for cooperation, positive thinking and operation, and truly develop students' sense of numbers. \x0d\4。 Strengthening the teaching of estimation and optimizing the sense of number \x0d\ estimation itself is an important aspect of the sense of number, which also reflects people's understanding and mastery level and its range of logarithm and quantity in actual situations, and also has important use value in daily life. Therefore, strengthening estimation can cultivate students' estimation consciousness and ability, improve the accuracy of calculation, optimize and consolidate students' sense of number. First of all, teachers should be good at grasping various opportunities, creatively developing the contents of teaching materials, and let students learn some basic estimation methods in exploration to explain the rationality of their own estimation. In this process, it is necessary to cultivate students' estimation methods and develop good estimation habits. Secondly, apply estimation. If 7.98×5. 1 is calculated, let students estimate it first, which can be regarded as 8× 5; Therefore, the product must be around 40, and then the pen is calculated; When encountering an engineering problem, "the road repair team needs to repair the road. It takes 60 days for team A to repair it alone, 40 days for team B to repair it alone, and how many days does it take for the two teams to repair it together?" Students can be asked to quickly determine the approximate time and then calculate it to improve the accuracy of the calculation. This kind of estimation is based on students' corresponding feelings, experiences and experiences accumulated in written calculation, which is very beneficial to the sense of numbers. \x0d\5。 Solve practical problems and improve the sense of numbers \x0d\ As we know, mathematics comes from life and is higher than life. Therefore, mathematics teaching should start with realistic, interesting or materials related to students' existing knowledge, guide students to ask questions and trigger discussions. In the process of solving problems, students can learn new knowledge, form new skills, and in turn solve the original problems, so that students' sense of numbers can be developed in the process of comprehensively applying mathematical knowledge to solve problems. For example, after teaching "division with remainder", let the students solve the problem of "43 people in the class go boating, and each boat is limited to 6 people." How many boats do you need at least? How to take a boat reasonably? " Through thinking and calculation, it is not difficult for students to come to the conclusion that they need eight boats. \x0d\ Second, attach importance to students' feelings and experiences and combine them with students' real life \x0d\ In teaching, some concepts are abstract, but what they reflect is realistic and closely related to people's life and production. Therefore, the teaching of this part of knowledge should make students fully experience and feel in the learning process and understand the meaning of these concepts. Such as teaching and measuring. First of all, let students have a concrete and realistic feeling about the activity, and let them get a preliminary experience. \x0d\ III。 Gradually cultivate students' comprehensive application of knowledge, and pay attention to the balanced development of emotion, attitude, values and mathematical thoughts. Cultivate students' comprehensive application of knowledge. The value of knowledge lies in its application. If you learn knowledge but can't use it, it means you don't know it. In other words, the task of teachers is not only to guide them to learn knowledge, but also to guide them to learn to learn and use knowledge. Therefore, teachers must make good use of the learning materials of "practical activities" in textbooks, infiltrate ideological education, and make students' emotions, attitudes and values develop in a balanced way. How do students' emotions, attitudes and values directly affect their mastery and understanding of mathematics knowledge? Then, teachers need to stimulate students' interest in learning and desire for knowledge in teaching, and correctly evaluate and encourage each student; \x0d\3。 Combine students' interest in life with teaching materials to stimulate their interest in learning. Interest is the best teacher, and the new textbook has designed many contents that children like to see and hear, which reflects the interests of primary school students. \x0d\ In short, mathematical literacy is a form of thinking, and its main evaluation indicators include mathematical knowledge and skills, mathematical thinking ability, mathematical problem solving ability, mathematical concepts and mathematical thinking. Cultivating primary school students' mathematical literacy is a long-term and continuous accumulation process, and it is also the need of the times and students' all-round development. Primary school teachers should actively change their teaching concepts, get out of the misunderstanding of cultivating students' mathematical literacy, keep in mind the principle of educating people and establish the concept of big mathematics; In the teaching process, we should use the teaching materials reasonably based on this. At the same time, while cultivating students' mathematical ability, flexible use of various teaching methods to cultivate students' mathematical literacy will lay a solid foundation for primary school students' future study and success.