"Number" is the abstraction of "quantity" and the result of measurement, and number is the expression of measurement result. Therefore, the essence of mathematics lies in measurement, and the essence of measurement is the expression of logarithm.
In order to emphasize measurement, the word "sense of quantity" is added to the core vocabulary of the curriculum standard this time.
Core literacy: the integration of thinking quality, key ability, emotional attitude and values. This time, it is clearly put forward that the core literacy is "three skills": observing the real world with mathematical eyes, thinking about the real world with mathematical thinking and expressing the real world with mathematical language. The primary school stage is mainly manifested in consciousness (such as reasoning consciousness and data consciousness), and the junior high school stage is mainly manifested in concept (such as reasoning ability and data ability).
Similarities and differences between number sense and quantity sense: the same point is expressed by numbers. The sense of number can get rid of suffix nouns and realistic background, which is the essence of mathematics. The meaning of quantity generally takes the unit of measurement.
The essence of geometry is measurement, and the essence of measurement lies in the distance between two points.
Numbers are two things: one is a number and the other is a counting unit. Just read these two parts when reading a book. Such as: 1 thousand 1 hundred. Whether integer, decimal or fraction, comparison and operation can only be carried out in the same unit. Multiplication is the multiplication of units, and division is the subtraction between units, which is the essence of operation. The original textbook has appeared: ten tens is one hundred, and one hundred is one thousand. Now it should be added that ten percent is one percent, and ten percent is one thousandth.
The core or basic starting point of educating children:
No matter how to teach mathematics, there is no fixed method to teach according to the differences of content, teachers and students, and it is no problem for teachers to put forward any theories. But there must be two basic principles: one is to arouse children's thinking, and the other is to arouse children to do things. That is, let children think and do things. This requires our teachers to consciously inspire children to think and practice in class.
School education should highlight the difference between humans and animals: imaginative ability and abstract ability (including speaking as the embodiment of abstract ability). Professor Shi Ningzhong pointed out that everyone is premature. When a baby is born, his brain is only about 400 ml, while that of an adult is 1350 ml, so all human beings are premature. A child's brain will grow rapidly after birth and will not fully grow until he is fourteen years old. Therefore, in primary schools, what our teachers should do is to develop children's brains instead of trying their best to use them.
Where is mathematics taught?
Children have two instincts: one is the perception of quantity, and the teacher knows it without teaching him. What the teacher wants to teach is the process of abstracting quantity into numbers. For example, how much are four apples more than three apples, and how much are four apples more than three? This is a difficult point in teaching. Another instinct of children is the perception of distance. Teachers don't need to teach, they can transition to which line segment is long and which line segment is short. These children are instinctively aware.
This curriculum standard strengthens the cultivation of geometric intuition. In graphic geometry, "unpacking" is a good activity, which embodies the cultivation of geometric intuition and imagination, that is, through hands-on training. It is the best opportunity to cultivate imagination in primary school, and primary school teachers should pay attention to it when it is lost in other stages. In addition to hands-on training, in addition, this course standard adds ruler drawing to explore the essence of graphics. For example, to measure the perimeter of a triangle is to move the three line segments of the triangle to a line, and the length of this line segment is the perimeter of the triangle, that is, from the isometric line segment of a given line segment.
Except numbers, all units of measurement come from life, such as "the ruler is the distance between the thumb and middle finger", "the amount of a handful" and "the weight of Thai baht is 100 yellow rice".