Many people only understand "Hui" from a single knowledge perspective. When we handed out math textbooks to our children, some children said, "Isn't this book just a book for doing problems?" It seems that quite a few children have already had the experience of sea training.
Is mathematics just boring numbers, dry formulas and cold numbers? These are all misunderstandings about mathematics.
In fact, every number and formula in mathematics is concrete and vivid, with flesh and blood and a sense of reading.
I'll do a little research first. When you see 5- 1=4, what is the picture that comes to your mind? Is it just a mathematical formula that can be read in two seconds?
Now please follow me into the first-grade class and see what is going on in our first-grade children's little heads.
? How much is left
Teacher: What mathematical information do you see from the picture?
Health: I see five apples on the tree (with gestures and five fingers).
Teacher: Please observe carefully. What do you see? (Animation demonstration: Two apples fall to the ground)
Health: I saw two apples dropped from the tree, and there were three apples left on the tree.
Teacher: This is the new knowledge we learned today, "How much is left".
Then, write on the blackboard: 5-2=3, and know the "negative sign".
Teacher: The little mouse has come to our class, too. Now let's have a look.
What mathematical information do you find from the mouse picture?
Health: One * * * has five pieces of cheese.
Teacher: Today we are going to learn "How much is left". Can you guess what the mouse will do next?
Health: I guess the mouse will take 2 pieces (gesture away).
Health: I guess the mouse will take 1.
Health: I guess the mouse will take 4 pieces.
Health: I guess the mouse will eat 3 pieces (gesture away).
Teacher: Everyone just said' take it away', and he used' eat it up', okay?
Health: Yes, it's all gone (without gestures).
Teacher: Yes, they have all been transferred from their original posts.
At this time, a child raised his hand in the classroom.
Teacher: Say it together.
Chorus: The little mouse took five pieces.
Teacher: Everyone guessed differently just now. Why do you all want to go together this time?
Health: 1, 2, 3 and 4 have all been said, and only 5 is left.
The children all smiled proudly and said, my applause rang.
At this moment, Wang Jianing's little hand is still held high. Seeing my gesture, he stood up: the little mouse ate 1 piece and took 4 pieces, so he had to share it with his friends.
Teacher: Let's applaud Wang Jianing. Do you understand what he said? Thinking about Wang Jianing and caring about mice (thumbs up and praise), now let's say it again with Wang Jianing's gesture.
Say it together and demonstrate it together.
Teacher: How can this process be expressed by equations?
Health: There were originally 5 pieces, and after eating one piece, it was 5- 1, then take away 4 pieces and subtract 4 pieces.
Teacher: Wow, what a long formula, 5- 1-4, how much is left?
Health (in unison): There are 0 pieces left.
In this way, the problem of continuous shrinking of this unit is inserted.
In fact, the original picture is like this.
I changed it a little and only provided the first picture, leaving more room for children to think freely. Their brains are wide open, which not only enables them to observe carefully and think methodically; I thought of eating part and taking part, which is closer to the reality of life.
A situation map is so colorful that they interpret it. The process in which children clearly explain their ideas is the process of thinking development.
Math reading training continues.
Teacher: When you see' 5-1= 4', what image comes to your mind?
Health: Five apples took one;
Five birds flew away one;
Five planes left1;
Five books to borrow1;
One of the five lanterns went out;
One of the five boxes of milk has expired, and so on. They are observing the colorful world with mathematical eyes.
You might say, isn't this redundant? Why make mathematics so complicated?
Mathematics is a science that studies quantitative relations and spatial graphics.
Why don't many children do application problems in the third and fourth grades? Because the misunderstanding of the situation leads to the wrong analysis of the quantitative relationship, the result is that you can't do the problem.
Then 5- 1=4, I provided the children with such a situation: five cruisers and 1 were launched, and the children "wow" at that time, and some children began to ask, what is a cruiser? In terms of quantitative relationship, isn't this still 5- 1? Why is there no "wow" in front and it will appear at this time? From the perspective of' mathematics' that most people understand, this is beside the point. What about the quantitative relationship? Do I need to explain the cruiser?
Need! This explanation is math reading. Let children feel the breadth and vividness of mathematics. This not only enriches the appearance of mathematics, but also cultivates students' sense of numbers.
Mathematics reading and number sense training can improve children's rational thinking ability.
After a month's training, the children have changed a lot.
Let's take a look at the math in children's eyes-the math during the National Day holiday.
There is so much math in the five-star red flag celebrated by the whole country:
There is math on the trip:
Household goods:
In our life, mathematics is everywhere: