Mathematical thinking and methods in primary schools are usually divided into two parts: mathematical thinking and mathematical methods. Mathematical thought is the essential understanding of mathematical theory and content, and some viewpoints extracted from some concrete mathematical understanding processes. It reveals the universal law in the development of mathematics, which directly dominates the practical activities of mathematics and is a rational understanding of the laws of mathematics.
Mathematical method is a method to solve mathematical problems, that is, ways, methods and means to solve specific mathematical problems, and it can also be said to be a strategy to solve mathematical problems.
Mathematical thinking methods commonly used in primary schools;
1, symbolic thinking method: symbolic thinking method refers to the expression of quantitative relations and mathematical contents with letters and symbols, which is mainly reflected in the expression of laws and formulas.
2. Corresponding thinking: Corresponding thinking is an enlightenment thinking of functional thinking, and it is a thinking method that reflects different set elements according to certain laws. The common methods of addition, subtraction, multiplication and division in primary school mathematics are simple corresponding ideas.
3. Comparative thinking method: Comparative thinking method is mainly used to compare the unknown quantity and the known quantity in primary school mathematics learning, and find out the differences through comparison.
Infiltrate mathematical thinking methods in primary schools
1. In the process of setting the teaching goal, developing the teaching process and strengthening the teaching effect, the mathematical thought is consciously integrated into it and continuously infiltrated from different angles and aspects.
2. When breaking through the difficulties in the course, fully reflect the important role played by mathematical thought, and promote students' interest in learning mathematical thought with direct examples.
3. In the chapter review and summary class, the knowledge points in the textbook are connected in series through mathematical ideas to deepen students' attention to the study of mathematical ideas. In the usual exercise process, teachers can consciously design some classic topics that can reflect mathematical ideas, so that students can understand mathematical ideas in the specific problem-solving process.