Question 2: Why is the problem the heart of mathematics? Mathematics is the process of solving problems after they appear. There is no math without problems.
Question 3: Why is the problem the core of mathematics? In mathematics, only when problems are found and put forward can problems be solved. This is the true meaning of mathematics.
Question 4: The famous American mathematician G "Paulia said that" the problem is the core of mathematics ","What does it mean to master mathematics? ":
The famous American mathematician G Polya said that the problem is the heart of mathematics. What does it mean to be proficient in mathematics?
That is good at solving problems.
Question 5: Significant Numbers in Mathematical Problems:
3. The significant digits of 1 4 1 6 are 3,1,4,1,6 * *;
3. 18296 The significant digits are 3, 1, 8, 2, 9, 6 * * *;
Give another example;
The significant digits of 100. 100 1 are seven digits of 1, 0, 1 * *;
The significant digits of 100. 100 are 1, 0, 1, 0 * * six digits;
100. 1× 103; The significant digits are 1, 0,1* *;
100. 12× 103; The significant digits are 1, 0, 0, 1, 2*** five digits and so on. ...
Question 6: Who says there is no problem that mathematics can't solve? Mathematics is taught in many ways.
To guide children to learn mathematics easily in a variety of situations, teachers need to put boring and abstract mathematics content into stories, games and other situations, organize colorful teaching activities, set the classroom as a lively and interesting stage, and let children actively participate in various mathematics learning activities. I saw several methods in the book, and I think they are all applicable. So what exactly should we do?
First, "learning" mathematics in the story situation
The story is lively and interesting, which accords with the characteristics of children's thinking in images. Therefore, some knowledge points can be described in the form of stories in teaching, with emphasis on difficulties. I don't add some story situations in class, which may make children uninterested and feel boring and abstract about what they teach. In this way, the effect of this course is not good. It's different to be integrated into the story situation, and the children are full of interest. Intuitive and vivid story situations stimulate their interest in learning and improve teaching efficiency.
Second, "play" mathematics in the game situation
Games are one of children's main activities and an effective way for children to learn. Most suitable for children's physical and mental development. Therefore, the proper use of math games in math teaching activities and the application of math games in children's math learning activities can not only avoid the monotony and boredom of math learning, but also enhance the fun and interest of math learning. For example, when reviewing the composition of 5, I created a game situation of "driving a train" and "touching the ball". "Driving a train" is personal. If you can answer my question, you can get on my little train. The "touch the ball" game is aimed at the group, so that children can experience the fun of participating in the game with their peers. The children mastered the composition of 5 in a happy mood.
Third, "thinking" about mathematics in the problem situation
Hals, a famous contemporary American mathematician, said: "The problem is the core of mathematics. Without problems, there would be no beginning of mathematical activities. With problems, thinking can have a direction. " Therefore, teachers should not only be good at introducing children into a situation of participating, thinking and solving problems according to the cognitive conflict between teaching content, real life and children's psychology of seeking knowledge, but also be good at using classroom questions to stimulate children's interest in learning mathematics. Children's thinking becomes lively and interesting through teachers' ever-changing problem situations, and boring math learning activities make children want to learn, love learning and think about learning.
Fourth, "use" mathematics in life situations.
The Guiding Outline of Kindergarten Education (Trial) points out: "We can feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics; Learn simple math learning methods to solve some simple problems in life and games. All these emphasize the important role of life situation in children's mathematics teaching. My class runs a supermarket for 3 yuan, and they will go to the bank to pick up the goods and buy them, knowing that one is 3 yuan and the other is 6 yuan. In fact, it is the process in which children naturally "use" mathematics in their life situations.
Fifth, the operating situation in "doing" mathematics
Psychologist Piaget said: "Thinking begins with action. If the connection between thinking and action is cut off, thinking will not develop. " Therefore, in the composition of "4", the teacher provides each child with sufficient operating materials and recording paper, so that the children can operate and do independently, so that the children's "doing" becomes a process of exploration and discovery, and the children can "do" according to their own level. In this way, children can think and do what they want, and active thinking will certainly bring inspiration for learning and naturally learn mathematics knowledge.