First, the correct rate of children doing problems is not high. Although the child has done many questions, if every question or more than 80% of the questions are wrong, then the child's math performance is definitely not good. When we talk about doing more exercises, we can improve our math scores. Doing more exercises here means doing and learning a lot of exercises correctly, not just doing right or wrong.

Second, I didn't think of the topic on my own. When a child is doing math problems, if he has to ask others every time he does a problem, then these problems are not the result of his own thinking. Moreover, he needs to think for himself in the exam, so his exam results are not high.

Third, the exercises that children do are not synchronous exercises. If children only do the exercises they have learned before, because it has no effect on the study of current knowledge points, then of course the effect will not be good.

Fourth, children do problems in order to do them. In the process of doing the problem, I didn't remember the idea of doing it, let alone summarize it. In other words, the child did not use his brain and heart in the process of doing the problem. Some people say that constantly doing problems can improve children's proficiency in doing problems and their ability to find ideas. This sentence is true, but the premise is that children must use their brains to complete the problem.

There is a saying that "the young monk recites the scriptures and speaks freely", which can just answer the questions asked by the subject.