When communicating with many parents in lower grades, parents reported that children often feel confused when reading some topics such as unclear pictures and texts, unclear printing, complicated expressions and too many uncommon words, and are often attracted by the details of the topic, unable to grasp the main essence of the topic, and even have some ironic and diametrically opposite misunderstandings, not knowing what the topic is talking about and not knowing what to do. In addition to anxiety and anger, parents' confidence is often hit hard, and they doubt whether their children have IQ problems.

Problem analysis:

This kind of mistake is often made by children in lower grades, and there are many in higher grades. The reason is that children learn mathematics to death, learn mathematics into rules, learn patterns, learn skills, and forget that mathematics comes from life. The rationality of life is the best measure to help us understand the meaning of the problem and check the results. Understanding and judging based on life rationality is actually an important way to cultivate children's sense of numbers.

Solution:

Whether the child's understanding, speculation or calculation result is correct can let the child make a preliminary judgment with the rationality of life, that is, let the child learn to integrate his understanding or calculation result with the existing information first, and make up a story to see if the story is true or not. This can fundamentally exercise children's thinking, the effect is obviously better, and it is more conducive to the long-term development of children's mathematics learning. Based on this, we can't just let children wander in the sea and be caged birds, but let children participate in life practice and experience the simplest and simplest life rules contained in life, which is the basis for children to judge the rationality of life and the fertile ground for children to learn mathematics.

Case study:

In the first grade, the children in our class asked a question: A classmate bought a pen, spent 1 yuan 70 cents, paid 2 yuan, a salesman, and asked how much he got back. Among them, the 2 yuan money paid is presented in pictures, and there are two coins of "1", but the unit next to "1" is a little small and vague.

Some students opened their eyes and studied the two coins in the picture carefully. After a long time, they asked the teacher helplessly, are the two coins used to buy pencils "yuan" or "jiao" I told my first classmate that it was "yuan", and later more students asked this question. This caught my attention. This is not a simple "can't see clearly" small problem, but a "hard" big problem.

Obviously, these children only saw the trees, but not the forest. They only look at the problem partially and don't think about it together. So I asked my children to assume that this is 20 cents, and then concatenated the information into a story: a pencil 1 70 cents, we only paid 20 cents, how much should we get back? The child suddenly laughed. It's impossible. The money paid is not enough. How can I get my money back? This is unreasonable. I then asked: since "20 cents" is impossible, how much should these two coins be? It is easy for children to think of "2 yuan" money.

Then further educate children, when we are not sure about our understanding and there is no one around to ask, we can tell a story with the information we understand and grasp, and then see if the story is reasonable. If it is unreasonable, it means that our understanding is incorrect, and then adjust our understanding.

After this topic was finished, when I was correcting it, I found that some students' money was counted as 3.70 yuan. In other words, he knew that the two coins were "2 yuan", but he didn't understand the meaning of the question, so he had to add them by mistake.

Therefore, during the explanation, I also asked the students to use this wrong result and the previous related information to form a story: it takes 1 yuan 70 cents to buy a pen, and we pay the salesman 2 yuan, and the salesman gives us 70 cents for 3 yuan. The child immediately realized that the story was unreasonable and it was impossible to get back more money than to pay. And in the process of telling stories, students gradually realize that "2 yuan money" is the total amount in this story, and the recovered money is part of it, so they should use subtraction to quickly correct their mistakes.

In the process of solving this problem, I did not simply let go of the "problem generation" that appeared twice. Instead, it takes advantage of the characteristics of this shopping "situation" that children are very familiar with, so that children can understand it deeply and learn to understand it in connection with life. The word "understanding" also clearly tells us that rational thinking is "understanding". What is "reason"? For children who don't have much math foundation, conforming to "life experience" means conforming to "rationality". To let children learn mathematics in the fertile soil of "life", they can not only realize that mathematics comes from life, but also realize that they must walk into "life" to learn mathematics well.

We should cultivate the consciousness of connecting with life as early as possible from the lower grades, and don't let children go astray in learning mathematics from the beginning, and learn mathematics as a skill class instead of a thinking class connecting with real life.