1. Effective mathematics learning activities cannot rely solely on imitation and memory. (Hands-on practice), (independent exploration) and (cooperation and communication) are the main ways for students to learn.

2. Students are masters of mathematics learning, and teachers are (organizers), (guides) and (collaborators) of mathematics learning.

3. The evaluation of mathematics learning should not only pay attention to the results of students' learning, but also pay attention to their learning process.

4. The mathematics curriculum in compulsory education should realize that everyone can learn (valuable) mathematics and everyone can get (necessary) mathematics.

5. While strengthening the basic mathematics, the development (inspiration) and cultivation (thinking) of primary school mathematics should run through all grades of mathematics.

6. With the wide application of modern calculation tools, we should simplify the written calculation of large numbers and the complicated elementary arithmetic. The addition and subtraction of written calculation is mainly based on (natural number), and generally does not exceed (4) digits. Written multiplication, one multiplier does not exceed two digits, and the other mature multiplier generally does not exceed (3) digits. For written division, the divisor shall not exceed (3) digits, and elementary arithmetic shall mainly take (multiplication and division) steps, generally not exceeding (3) steps.

⑵ How to review primary school mathematics professional knowledge in teacher recruitment examination?

First, focus on the foundation and deepen understanding.

One month before the exam, if you don't know the basic concepts, methods and principles in mathematics, you will definitely encounter various problems when solving problems, and it is easy to lose some basic points. Therefore, everyone must thoroughly understand the basic theoretical knowledge, deeply understand the basic concepts, formulas, theorems and charts, master the knowledge points, classify the mathematical knowledge, and have a complete system in their own minds.

Second, master the methods and improve the ability.

Use the last month to expand problem-solving methods and improve problem-solving ability. Systematize and connect knowledge, expand the methods and ideas of doing questions, and be familiar with the way of giving questions in exams. Especially the ability to solve comprehensive test questions and application problems. Everyone should understand the vertical and horizontal connections of relevant knowledge and form an organic system. At the same time, we should also improve the quality of doing problems. After each question is finished, it is necessary to summarize the knowledge it covers and the type of question it belongs to, so as to draw inferences.

Third, multiple-choice questions answering skills

Master the basic methods of multiple-choice examination: we should grasp the characteristics of multiple-choice questions, make full use of the information provided by multiple-choice questions, and never treat all multiple-choice questions as solutions. First of all, read the description of the test questions clearly and confirm the types and requirements. Secondly, review the analytical stem, determine the scope and object of choice, and pay attention to the connotation and extension of analytical stem. Third, identify options, eliminate mistakes and choose the right one. Finally, it should be correctly marked and carefully checked.

(1) special value method. Taking special values in multiple-choice questions for verification or exclusion is particularly effective for solving equations or inequalities and determining the range of parameters.

(2) Counterexample method. Exclude the wrong answers in the multiple-choice questions, and the rest are correct answers.

(3) Special law. You can use this method when you are not sure about a multiple-choice question. Look for clues. If the other options are roughly the same, only one option is particularly long or short, then it is most likely the correct answer.

(4) guessing method. Because there is no penalty for wrong choice in math multiple-choice questions, it really can't be solved. Guess can create more chances to score, especially the last multiple-choice question.

(3) Primary school math teachers' business questions

Examination questions and answers of primary school mathematics teachers' business study exam

I. Fill in the blanks (0.5 points for each blank, ***20 points)

1. Mathematics is a science that studies (quantitative relations) and (spatial forms).

2. Mathematics curriculum should be devoted to achieving the training goal of compulsory education, and embody (foundation), (popularization) and (development). Mathematics curriculum in compulsory education should emphasize (comprehensiveness), (continuity) and (harmonious development).

3. The mathematics curriculum in the compulsory education stage should be geared to all students, meet the needs of students' personality development, and achieve (everyone can get a good mathematics education) and (different people can get different development in mathematics).

4. Students are the (subject) of mathematics learning, and teachers are the (organizer), (guide) and (collaborator) of mathematics learning.

5. Mathematics Curriculum Standard for Compulsory Education (Revised Edition) divides mathematics teaching content into four areas: (number and algebra), (figure and geometry), (statistics and probability) and (synthesis and practice); The goal of mathematics teaching is divided into four aspects: (knowledge and skills), (mathematics and thinking), (problem solving) and (emotion and attitude).

6. Students' learning should be a (vivid) and positive (personalized) process. Besides (accepting learning), (hands-on practice), (independent exploration) and (cooperative communication) are also important ways to learn mathematics. Students should have enough time and space to experience observation, experiment, guess, (calculation), reasoning, (verification) and other activities.

7. Through mathematics learning in compulsory education, students can acquire the "four basics" of mathematics necessary for adapting to social life and further development, including (basic knowledge), (basic skills), (basic ideas) and (basic activity experience); "Two abilities" include (the ability to find and ask questions) and (the ability to analyze and solve problems).

8. In teaching, we should pay attention to correct handling: the relationship between presupposition and (generation), the relationship between all students and (paying attention to individual differences of students), the relationship between perceptual reasoning and (deductive reasoning), and the relationship between using modern information technology and (diversification of teaching methods).

2. Short answer questions: (5 points for each question, ***30 points)

1. What is the overall goal of mathematics learning in compulsory education?

Through mathematics study in compulsory education, students can: (1). Get the basic knowledge, skills, ideas and experience of basic mathematics activities necessary to adapt to social life and further development. (2) Understand the relationship between mathematics knowledge, mathematics and other disciplines, mathematics and life, and use mathematical thinking mode to think, thus enhancing the ability to find, ask, analyze and solve problems. (3) Understand the value of mathematics, stimulate curiosity, improve interest in learning mathematics, enhance confidence in learning mathematics well, develop good study habits, and have a preliminary sense of innovation and a scientific attitude of seeking truth from facts.

2. What are the four requirements of the curriculum standard for solving problems?

(1) Initially learn to find and ask questions from the perspective of mathematics, comprehensively apply mathematical knowledge to solve simple practical problems, and cultivate application awareness and practical ability. (2) Get some basic methods to analyze and solve problems, experience the diversity of problem-solving methods, and develop innovative consciousness. (3) Learn to cooperate and communicate with others. (4) initially form the consciousness of evaluation and reflection.

3. What are the four main aspects of number sense?

Sense of number mainly refers to the perception about the representation of number and quantity, the comparison of quantity, the estimation of quantity and operation result, and the relationship between quantity and quantity. Establishing a sense of number helps students understand the meaning of number in real life and understand or express the quantitative relationship in specific situations.

4. What are the six aspects of teaching suggestions for curriculum standards?

(1). Mathematics teaching activities should focus on the overall realization of curriculum objectives; (2) Attach importance to students' dominant position in learning activities; (3) Pay attention to students' understanding and mastery of basic knowledge and skills; (4) Guide students to accumulate experience in mathematical activities and comprehend mathematical thoughts; (5) Pay attention to the development of students' emotional attitude; (6) Several relationships that should be paid attention to in teaching: the relationship between "presupposition" and "generation". The relationship between facing all students and paying attention to individual differences of students. The relationship between rational reasoning and deductive reasoning. The relationship between the application of modern information technology and the diversification of teaching methods.

5. What are the three characteristics of estimation? How to evaluate the estimate?

① Various estimation processes, methods and results.

Evaluation: Under the above premise, there is no right or wrong estimation, but the estimated result is different from the accurate calculation result.

6. What four different methods can be used to determine the direction and position of an object?

① Up and down, front and back, left and right ② East, south, west, north, southeast, southwest, northeast and northwest ③ several pairs.

④ Observation point, direction, angle and distance

Third, the application analysis of the new curriculum standard concept (10 score)

The following are the teaching objectives in the teaching design of Understanding of 1-5. Please briefly comment on the teaching objectives of this content according to the curriculum standards.

Teaching objectives:

1, so that students can use the number of 1-5 to represent the number of objects, know the numerical order of 1-5, understand and read the number of 1-5, and establish a preliminary digital consciousness.

2. Cultivate students' preliminary observation ability and hands-on operation ability.

3. Experience the fun of communicating and learning with peers.

4. Let students feel that there is mathematics everywhere in life.

Brief comments:

(1) synthesis (knowledge and skills, mathematical thinking, problem solving, emotional attitude).

(2) concrete (quantity, number order, number sense).

(3) Accuracy (use, experience and perception).

(4) Highlight the renewal of learning methods.

Iv. Answer: (4 points for each question, ***40 points)

1, when six good friends meet, every two people shake hands and one * * * shakes hands (15 times).

2. The aboveground 1 floor is marked as+1 floor, and the underground 1 floor is marked as-1 floor, which is 9 floors lower than the +2 floor. This floor should be marked as (-8) floor.

3. If an integer is divided by 300, 262 and 205 to get the same remainder, the largest integer is (19).

4. About 65,438+0,500 years ago, such an interesting question was recorded in Sunzi Suanjing. The book says, "Today, chickens and rabbits are in the same cage, with 35 heads above and 94 feet below. Chicken and rabbit geometry? " There are (23) chickens and (12) rabbits.

5. Students of Grade 4 and Grade 5 in a primary school went to visit the science and technology exhibition. 346 people lined up in two rows, the distance between adjacent rows was 0.5 meters, and the team walked 65 meters per minute. Now, it takes (1 1) minutes to cross a 629-meter-long bridge from two people at the head to two people at the tail.

6. Measure the water depth with a rope with three folds, and the length of the rope above the water surface is13m; If the rope is folded in half by 50%, the exposed part is 3 meters long and the water depth is (12) meters.

Xiaoling walks to school at a speed of 4 kilometers per hour along a highway. Along the way, she found that a bus passed behind her every 9 minutes, and she met an oncoming bus every 7 minutes. If the bus leaves at the same interval and the speed of the bus is the same, the bus leaves in (63/8) minutes.

8. There are 50 people in the choir. There is an emergency performance in the summer vacation, and the teacher needs to inform every member as soon as possible. If you call, notify 1 person every minute. Please design a telephone plan and inform everyone at least (6 minutes).

9. There are 42 red balls in the pocket, 15 yellow balls, 20 green balls, 14 white balls and 9 black balls. Then at least (66) balls must be found to ensure that 15 balls have the same color.

10. In statistics, average, median and mode can all be called the representatives of a set of data. Here is a batch of data, please choose the appropriate representative.

(1) For a class of 20 students, their attendance days in a semester are: 7 students are not absent, 6 students are absent 1 day, 4 students are absent for 2 days, 2 students are absent for 3 days, 1 person is absent for 90 days. Try to determine the number of days the students in this class are absent this semester. (Select: Average)

(2) Determine the representative of the height of your classmates, if it is for: ① physical examination, ② clothing promotion. (① Selection: Median ② Selection: Mode)

(3) A production team has 15 workers, and the number of parts produced by each person per day is 6, 6, 7, 7, 8, 8, 9,1,12, 12. What is the daily production quota (standard daily output) to make most people overproduce? (Select: Mode)

(4) Professional knowledge test questions for primary school mathematics teachers.

When you look for a graduation paper in the sixth grade of primary school, the examination questions are generally inseparable from that frame.

Primary school scores should account for 70%, junior high school scores for 20%, and educational theory 10%.