Leave consciousness. Mathematical consciousness refers to the ability to consciously observe and think from the perspective of mathematics when encountering problems, and to observe, explain and express the quantitative relationship and spatial form of things with mathematics, thus forming mathematical thinking habits. For example, students can correctly calculate 48÷4, indicating that they have mastered the relevant knowledge and skills of division; Students will correctly answer "there are 48 apples, with an average of 4 apples per person, how many people can be divided" through division, which shows that students have certain ability to analyze and solve problems. At the physical education class, 48 students jumped the long rope. When the students saw that the teacher had prepared four long ropes, they thought of formula 48÷4, which showed that the students not only mastered the basic knowledge and skills of division, but also developed their mathematical consciousness. Primary school students' mathematics consciousness mainly includes number consciousness, symbol consciousness, statistics consciousness and mathematics application consciousness. Leaving consciousness is to let students have a mathematical vision, specifically, to have a perception of the quantitative relationship and spatial form of the objective world, to consciously observe things from the perspective of mathematics, to be good at establishing the connection between life and mathematics, and to try to solve problems quickly with mathematical methods when facing problems. For example, in the statistical activity of "which time period has the largest traffic volume at the school gate in the morning, noon and evening", the teacher divided the students into seven groups, one group every day from Monday to Sunday, and asked the students to design their own statistics, and then expressed the traffic volume in three time periods in a certain way. In such statistical activities, students not only master some basic statistical methods, but also cultivate their statistical consciousness.
Put aside your thoughts. Mathematical thought is an essential understanding of mathematical knowledge and methods and a rational grasp of mathematical laws. Generally speaking, induction and deduction are two basic mathematical ideas, while classification, correspondence, transformation, transformation and analogy are more specific mathematical ideas. The formation of students' mathematical thoughts should go through the process from perceptual knowledge to perception and understanding. Rethinking refers to the mathematical thought that students gradually change from perceptual to perceptual until they understand and internalize into logic in the process of learning mathematics. For example, when students learn the multiplication table, they have to go through the process of "life prototype-putting forward a guess-verifying with examples-summing up". Students prove the correctness of the conjecture through a large number of examples, and draw a conclusion that while understanding the multiplication and division method, they have once again accumulated the perceptual knowledge of inductive thinking.
Leave experience. The experience we talk about mainly refers to the mathematical experience accumulated in mathematical activities, which is the process knowledge formed and accumulated by learners in the process of participating in mathematical activities, and has the characteristics of dynamic, recessive and personalized. Experience plays an important role in students' mathematics learning process, and it is the basis for students to understand mathematics knowledge and form mathematics consciousness and mathematics thought. Without personal experience, there is no experience of mathematical activities. If we leave experience, we should encourage students to "do mathematics" and let them fully experience the process of mathematical activities such as intuitive perception, observation and discovery, practical exploration, spatial imagination, induction and analogy, guess and verification, deduction and proof. As Friedenthal, a Dutch mathematics educator, said, "Mathematics learning is an activity. Like swimming and cycling, it has no personal experience. It can't be learned by reading books, listening to explanations and observing others' demonstrations." For example, when learning "the understanding of cuboids", the teacher encourages students to explore the characteristics of cuboids in various ways, such as cutting cuboids and comparing the characteristics of faces by overlapping method; Compare and cut along the edge of the cuboid with a small stick or plastic straw to observe and explore the characteristics of the edge; Study the edge features by measuring with a ruler. In the complete mathematical activities, students not only mastered the mathematical knowledge of "a cuboid has six faces, 12 sides, eight vertices, and a cuboid has two opposite faces", but also accumulated the experience of studying three-dimensional graphics from different angles such as vertices, edges and faces.
Leave a habit. Good habits will benefit people for life. Mr. Ye Shengtao said: "What is education? In a word, it is to cultivate good habits. " Mathematics learning is an important way to form good study habits. In mathematics learning, in addition to cultivating students' routine habits such as previewing, attending lectures, doing homework, reviewing and asking questions, we should pay more attention to cultivating students' habits that reflect the characteristics of mathematics, such as coherent thinking, well-founded speech, think twice before acting, drawing and analyzing. For example, let students understand that "two triangles with equal bases and equal heights have equal areas" and guide students to think about whether this conclusion is correct in reverse. In this kind of speculation and discussion, students gradually developed the habit of "speaking according to evidence". For another example, in solving problems, students should be trained to form the habit of drawing and be good at using the combination of numbers and shapes to help analyze and solve problems.
Stay happy. Childhood is happy, so is math study and life. It is particularly important to make mathematics learning a pleasure and enjoyment in primary school. The happiness of mathematics learning comes from many aspects. Novel teaching situations, interesting mathematics activities, challenges and explorations of mathematics thinking can all bring unique happy experiences to children.