Conversion type

What should I do if I encounter obstacles in solving specific problems?

Change the problem from one form to another, and the problem will become simpler and clearer.

For example, there is a rule for selling fish. Anyone who buys fish must buy half of the fish in the basket and add another half. According to this selling method, after four people buy it, the fish in the basket is used up. How many fish are there in the basket?

For some students who have not been trained in transformational thinking, this question will feel at a loss. Even students with a good foundation can only use complex equations.

But after the training of transforming thinking, students become smarter. They know that buying fish is converted into 1 person, and obviously there are 1 fish. Then it is converted into 2 people, so there are 3 fish; Three more people, then seven; Four more people, then 15.

This kind of transformation thinking is especially common in the Olympic Mathematics in primary schools.

Therefore, in order to facilitate children's understanding, parents can also adopt this method of changing their thinking when tutoring their children in mathematics.

A very important principle is:

Try to explain those seemingly difficult topics in a way that children can understand.

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System type

This is an advanced holistic thinking form, which regards the problem as a system and considers it from different levels or different angles.

For example: 1 2 3 4 5 6 7 8 9 On the premise of not changing the order (that is, several adjacent numbers can be combined into one number, but they cannot be reversed), add and subtract symbols between them to make the operation result equal to 100.

A problem like this involves the training of systematic thinking. Children can be guided to regard the number 10 as a system and consider it from different levels. Level 1: Find the nearest number to 100, that is, 89 dogs are smaller than 1 1 00.

Level 2: Find the nearest number 1 1, which is obviously the previous 12.

Level 3: The whole procedure for solving the multiple L problem is as follows:12+3+4+5-6-7+89 =100.

There is a very important principle here: parents need to cultivate their children's overall concept.

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Enhanced type

This is a jumping, lively and highly transferable thinking form.

For example, what is the sum of three fives?

The child replied: 5+5+5 = 15 or 5×3= 15.

The teacher asked again: What is the product of three fives?

The child replied: 5×5×5= 125.

Then ask: What is the product of 3 and 5?

The child replied: 3×5= 15, or 5×3= 15.

Through this quick question-and-answer training, it is found that children's thinking is becoming more and more active, flexible and accurate.

An important principle here is: the speed should be fast, the jump should be big, and the switching should be kept until the child can fully cope.

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Analogy type

This is a form of thinking to identify the similarity and essence of parallel things.

For example:

(1) Jinhu Grain Store delivered 6 tons of rice. 1/4 tons is less than the flour shipped. How many tons of flour were shipped?

② Jinhu Grain Store delivered 6 tons of rice, less than the flour delivered 1/4. How many tons of flour were delivered?

Although the above two questions are similar, they are different in essence, and the word difference and solution are completely different, which can guide students to analyze themselves.

Through training, children will carefully scrutinize similar problems in the future, greatly improving the accuracy of solving problems.