The (1) solution of a math problem. It is mainly a simple or unusual answer to a challenging topic (including multiple answers to a topic). For example, the thinking questions at the back of the book, the Olympic math questions, the wisdom questions assigned by teachers or parents, the challenges in math publications, and the problems I usually encounter in doing problems. By solving these problems, students not only develop their thinking, but also experience a strong sense of accomplishment, which will be a great motivation for his future mathematics study.
(2) Analyze realistic problems from a mathematical perspective. It mainly means that students observe, calculate and analyze practical problems from a mathematical perspective and get a rational thinking. For example, a student wrote: If everyone saves 1 gram of water every day,1.300 million people in China can save1.3000 tons of water every day, sending out the feeling that "if everyone saves a drop of water, the desert can become an oasis"! Some students wrote: If everyone who goes to the bank to deposit money can donate 1 cent for the "Hope Project" every time, how many poor students can realize their dream of going to school with the money donated by so many savings points across the country! Students can think about social significance through mathematical calculation from these angles, and its value can far exceed the mathematical research itself.
(3) Mathematical problems in life. It is mainly used to record situations about mathematics that students are interested in and have personal experience in life. There are many topics to write in this kind of math paper. For example, some students wrote why the RMB is only 1 yuan, 2 yuan and 5 yuan, but not 3 yuan, 4 yuan, 6 yuan, 7 yuan, 8 yuan and 9 yuan. For another example, a student wrote that there are 24 stairs on each floor of the building where his family lives, so how many stairs should he climb from 1 floor to the fifth floor? These are ordinary things that students have to experience every day, but once students observe and think about these seemingly ordinary life problems from the perspective of mathematics, they will build a bridge between mathematics and life and feel that there is mathematics everywhere in life.
(4) Math problems in class. Mainly refers to students' own thinking and discovery in the process of classroom mathematics learning. This is very helpful for students to learn mathematics. For example, when a student is learning to draw the height of a triangle, he finds that the book introduces three heights of an acute triangle and a right triangle, while an obtuse triangle only introduces one height. After class, she drew the other two heights of the obtuse triangle through her own thinking and trying. After being affirmed by the teacher, she was overjoyed and quickly wrote a math paper "I found the other two heights of an obtuse triangle".
(5) Problems encountered in mathematical practice. Mainly refers to the students' doubts, inspirations and conclusions in the process of practical activities through their own hands-on practice. For example, a student read a book by himself before the teacher had a practical activity class, touched it with red and blue pencils according to the contents of the book, and explored and verified the law by himself. Afterwards, she wrote an article about her experience and wrote out her thoughts and experiences in the process of hands-on practice, which made her feel very happy.
(6) Mathematical fairy tales. It mainly means that students use their rich imagination to record the mathematical world they see in the form of fairy tales (including mathematical exposition). This is a good integration of Chinese and mathematics. The unique perspective and vivid language description make the teachers feel refreshed.