1. Teachers should create conditions and attach importance to learning and understanding mathematics from students' life experience and existing knowledge;
2. Be good at guiding students to apply the mathematical knowledge and methods learned in class to real life, which can not only deepen their understanding of knowledge, but also enable students to truly experience the existence and value of mathematics in their lives.
As early as when humans ate animals and cultivated, they began the journey of adapting to and conquering nature. Human beings first developed the consciousness of number, and then invented the corresponding concept (the primary stage of function concept). For example, a shepherd is herding sheep in Yuan Ye. He may not know how many sheep he has, but human beings are different from other animals after all, and have a good idea!
If one of his sheep is taken away by a wolf, or a lamb is born, the shepherd knows it in his heart, but he doesn't know how to count it or how to express it. Later, a long time later, humans thought of using small stones (or hemp knots) to correspond to sheep, and a stone represents a sheep.
Later, after a long time (there was no way to verify it), the numbers came into being. China produced China numerals, ancient Rome produced Roman numerals, and Arabia produced Arabic numerals. It can be said that the emergence of numbers, especially Arabic numerals, marks the real beginning of human civilization.