1, mathematical language contextualization
When learning the knowledge point of Unit 8-wide angle in mathematics-collocation, this is the first time that the second-grade children come into contact with the knowledge point of wide angle in mathematics, which is also a difficult point this semester. When I first started learning this knowledge point, many students didn't understand the difference between permutation and combination, especially some words were very similar. For example, all three numbers "2, 3 and 4" can form six 2-digit numbers, but there are only three possibilities for summation. There are three people. Every two people send messages to each other. How many messages did a * * * send? There are three people. Every two people call each other once. How many times does a * * * call each other? ..... For these topics with similar problems, I often ask students to demonstrate on the spot, so that students can know that a phone call is made by two people at the same time in a situational way, so it has nothing to do with the order; Sending messages involves the order in which messages are sent. Through students' common sense of life, we know that sending messages is mutual and related to the order.
2. Interesting words in mathematical language
Children in lower grades have poor concentration. If we explain mathematics knowledge to them in Zou's language, they will feel bored, so we must explain it to them in popular and interesting language according to their age characteristics. For example, when learning to find a rule for a class, there are rules between each number. I use the language of "building a small bridge" to let students find the characteristics of each mathematics and its "intermediary" smoothly. At the same time, "building a small bridge" can be used not only to learn the knowledge of "finding the law", but also to explain the types of problem solving. When solving problems with two math problems, I use the example of "building a small bridge" to emphasize the importance of doing problems carefully. If the formula or number of the first question is wrong, it will directly lead to the wrong answer to the second question. Just like building a small bridge, the bridge in front will collapse and the bridge behind will rot.
Visualization of Mathematical Language
Junior students are in the stage of concrete thinking in images, and there is no abstract thinking yet, but the current mathematical knowledge puts higher demands on sophomore students. How can we find the right learning method? I think students can better understand the meaning of the topic through intuitive forms. For example, drawing comprehension can be more intuitive. There is a question that says, "There is a bag of apples, my father ate half, my mother ate the rest, and there are three left." How many apples are there? " Most students directly use "3+3=6 (pieces)" to answer through literal understanding. Under the guidance of teachers, students can correctly find solutions to problems by "drawing cakes".
Bend down and think from the height of the child, and all problems will become more comfortable.