The content of learning in grade three is obviously more than that in grade one or two, and almost every item should be taken seriously, otherwise the follow-up study will be very problematic. One is calculation. Mainly the calculation of large numbers, including the addition and subtraction of large numbers, the multiplication of two digits by two digits, the division by one digit and so on.

The second is the understanding of graphics, of course, including some numerical calculations. Including the basic knowledge of the perimeter and area of rectangles and squares, we must distinguish the perimeter from the area and pay attention to the unit (the perimeter is meters and the area is square meters).

The third concept (question type) that I think is very important and often appears is multiple choice questions. The knowledge of multiples is not difficult, but when it comes to practical problems, many students will do it backwards, that is, I am obviously four times as big as you, and as a result, children will understand that you are four times as big as me. A series of troublesome application problems will be tossed out by the multiple relationship, such as the sum multiple problem, the difference multiple problem, the difference multiple problem, and the typical problem is the age problem.

How do I learn primary school mathematics well? In this paper, I think several key mathematical ideas are elaborated in detail. For children in grade three, I think the ability of classified thinking, abstract thinking and combination of numbers and shapes needs to be carefully polished and trained repeatedly.

From the perspective of improving mathematics thinking in grade three, the first thing is to solve children's fear of mathematics and cultivate children's interest in mathematics. You can't let him be afraid or even disgusted with mathematics here. He has to work hard to cultivate mathematical thinking there. This premise must be established.

To improve mathematical thinking, I think we can do the following work conscientiously:

One is to cultivate a sense of numbers. Although mathematics can't be said to be all numbers, numbers are indeed the most important part of mathematics or mathematics learning. Many children are not good at math. In my opinion, they all have one thing in common, that is, they have a bad sense of numbers and don't pay attention to training at ordinary times.

The sense of numbers is quite hanging. Simply put, it is a sense of numbers. For example, find a rule to fill in numbers. The first few numbers are 1, 2, 3, 4, 5, and the next number is usually 6. If a child fills in 203, ask him what is going on. Of course, you can always write a number by interpolation to make logic self-consistent.

A sense of number can be cultivated, not decided by nature. I think that although nature can determine part of it, nurture is equally effective. For example, I often practice oral and written calculations, and I often touch numbers. When visiting the supermarket, estimate the total price of the purchased goods with the children. In short, I want children to be exposed to numbers in their lives, be familiar with numbers and have a general understanding of some quantitative relationships.

There is a significant correlation between the cultivation of number sense and mathematics achievement. For example, there are some multiple choice questions. If you have a good sense of numbers, you can feel that the answer should be between 4 and 5. Obviously, you should directly ignore those numbers that are greater than 200 or negative, which greatly increases the chances of being correct.

In addition to scoring directly, you have a good sense of numbers, and you can also establish correct problem-solving methods in the examination stage. Because you are sensitive to numbers, some problems designed according to special values often have some fixed solutions. The second is to cultivate logical thinking. The so-called logical thinking is to make the problem-solving thinking self-evident and convince yourself.

Some children randomly combine the numbers in the questions when doing them, and add and subtract them for a while, so they do the questions at will. In fact, the math test paper is the easiest to evaluate, right is right, and wrong is wrong. Some students scribble because they have not cultivated logical thinking and have no habit of thinking with logical thinking.

Math problems are about complete and rigorous logic. If you can't convince yourself, the question is probably wrong. I have seen many ways to cultivate logical thinking in the market, most of which are reasonable, but the operation is not simple. Children and parents are demanding and difficult to achieve.

I think it may be a good way to solve this problem from the point of view of logical self-consistency. My suggestion is that every question should be told by children themselves, by parents, by teachers and by themselves.