As we all know, Americans don't even understand simple addition and subtraction when they go to the supermarket to buy things. They have to hold a calculator for half a day to find a few cents. In international Olympic competitions, the winners are always China or Asians. However, we all see the reality that Americans who also received mathematics education in this country have trained a large number of scientists and inventors and led the development of science and technology in the world. Many people attribute this to American higher education and come to the conclusion that American elementary mathematics education is not good. \ x0d \ x0d \ Personally, I think this is a misunderstanding of American mathematics education. In China, the proportion and content of elementary mathematics teaching are biased towards calculation and operation. We recite multiplication and have been training mental arithmetic since childhood. We are used to measuring a person's mathematics learning by calculating ability. On the other hand, Americans think that mathematics is not equal to arithmetic. They pay more attention to how children know and apply mathematics in their lives. They encourage students to discover mathematics in life, and they cultivate children's logical reasoning ability from their mathematics learning. Therefore, although Americans' elementary computing ability is not as good as China's, their training in discovery, induction, deduction and reasoning in primary education has sown seeds and laid a foundation for the research and study of higher education, thus realizing creative thinking and logical thinking. \ x0d \ x0d \ So, how do Americans cultivate children's logical thinking through elementary mathematics education? I usually observe children's learning activities and notice the following characteristics: \x0d\ x0d \ 1. From an early age, guide children to discover \ x0d \ When it comes to logic, people seem to think in a higher order. In fact, from preschool, American schools have mathematics content about training children's logical thinking ability. My daughter is 3 years old and attends preschool in America. At the beginning of each month, the school will send me a guide to children's activities at home to train with the children's learning content at school. This month, my training is mainly math activities. In this math activity, in addition to practicing counting and recognition with children, there is also an exercise called mode. \x0d\ The details are as follows: \x0d\ Take out several pieces of card paper, and draw some geometric figures on each card paper regularly, for example, draw a triangle and a square on a card paper in turn, then draw a triangle and a square repeatedly, and then ask the child, what should the next figure be? Or another more complicated graphic mode: draw a circle, a square and an ellipse on the second card paper in turn, then draw a circle, a square and an ellipse, and then ask the child, what should the next graphic be? \x0d\\x0d\ This training mode requires children to observe and discover the arrangement rules of figures, which is the initial form of logic training, mainly to cultivate children's ability of observation and discovery. \x0d\ x0d \ Second, games are the main thing to cultivate children's interest \ x0d \ Many parents who have just arrived in the United States are anxious because their children are "doing nothing at school". For example, children in kindergartens either wear a plate of beads, doodle or play with a few small shells. Children play all day. In fact, these seemingly playful activities are rich in wisdom to help children develop their cognitive ability, and naturally they must be combined with the content of mathematical logic training. Take graffiti coloring as an example. Children can be asked to color a group of triangles arranged in a straight line. The order of colors is "red, yellow, red, yellow, red and yellow". You can also divide a black-and-white picture into different small pieces with lines, each small piece is marked with a number, and children are required to paint a certain color on a small area of a certain number. For another example, you can string beads into a regular pattern with children. These exercises with certain regularity all embody the concept of pattern. But the process of children's practice is like playing games, and it is not easy to have pressure. \x0d\x0d\ Third, focus on experience and examples, and the content is close to life \ x0d \ In the process of mathematics teaching activities and exercises, there are few questions that directly give numbers and then ask for calculation. The learning content of mathematics is mostly closely related to the specific activities in life. For example, when understanding the content of time, the topic will be designed as various activities that someone spends time doing in a day; The content involved in learning coins will be shopping with coins, eating out and other scenes; When it comes to measurement, you will use measuring tools to identify children's repeated operations and experiments. Exercises involving logical reasoning, of course, are also inseparable from the assumptions of the scene. For example, there is an exercise: the title gives several pictures. The first picture is a few adzuki beans and a cup full of dirt; In the second picture, the small plants in the cup grow beans, in the third picture, the germ comes out, and in the fourth picture, the seedlings grow in the small cup. Then let the children arrange according to the order of time development. This topic of cultivating children's sense of order is closely related to the content of life. \x0d\\x0d\ IV。 Weaken the mathematical calculation and strengthen the understanding of mathematical concepts \x0d\ Open the children's exercise books, and it is not difficult to find that the alternative answers are generally only close to the range values of the answers, and students are not required to perform specific addition and subtraction operations. In the teaching process, teachers are not eager to let students find the answer through calculation, but gradually inspire children to think and let them understand the mathematical concepts and meanings behind each topic. For example, the following question: \x0d\ has six integers, and the average value is 12. These six numbers are: 16,4,16,4, x,16. Q: What should X be? \ x0d \ option: a: 22b:16 \ x0d \ Of course, students can use the most direct method to calculate:12x6-(16x3+4x2) =16. And American teachers will use objects to \x0d\ students think from the perspective of reasoning. For example, some teachers will instruct students like this: Suppose there are six boxes, and the number of beads in each box is 16,4,16,4, x,16. How to make the number of beads in these six boxes become 12? Through such thinking, we can understand the meaning of the average from a physical point of view. \x0d\ x0d \ 5。 Desalinate the calculation process and attach importance to the guidance of reasoning and multi-level thinking \ x0d \ In the teaching process, finding answers through calculation is usually not the main content of teaching, and teachers pay more attention to gradually inspiring children to think and reason through questions. For example, the following question: \x0d\ Kate and her mother went to the supermarket and bought seven spools. Each yellow spool is 8 meters long and each red spool is 6 meters long. If the sum of the spools they bought is 52 meters, Q: How many yellow spools did they learn? How many red spools? \x0d\ such a binary linear equation. Teachers may guide students to do the following reasoning thinking: \x0d\ 1. Is it possible that there are as many yellow spools as there are red spools? \x0d\2。 Which will have more yellow spools or red spools? \x0d\3。 How many combinations of these two spools are there? \x0d\4。 What is the maximum total length of all spools? \x0d\\x0d\ In the whole teaching activity, the teacher will spend a class making various assumptions, amplifying a topic, and constantly guiding children to think and discover. Children are always chatting and discussing, and they also put forward their own questions and ideas from time to time.