The first is the development of knowledge and skills.
Learning knowledge and skills is an important connotation of students' development and a carrier of other aspects of development. In the process of learning mathematics, it is very important to cultivate students' basic mathematical knowledge and skills. The development of knowledge also includes developing students' understanding of themselves and mathematics, so that students can have correct self-concept and mathematics view. Students' self-concept includes self-evaluation, reflection and self-adjustment. The development of students' view of mathematics includes the following contents: students initially feel the extensive application value of mathematics and its connection with life; Experience the beauty of mathematics and interest in mathematics learning; Students initially experience that the process of mathematics exploration is full of observation, experiment, induction, analogy and guess; The students' initial experience of mathematical reasoning is rigorous, the conclusion is clear, and there are connections among all parts of mathematics.
The development of second thinking.
Thinking runs through the whole process of mathematics learning. Mathematics teaching in primary schools should promote the development of students' logical thinking and image thinking. Teachers should let students know and experience basic thinking methods, such as induction, analogy, guessing and demonstration. Let students guess and judge mathematically according to the existing facts, and form the habit of "reasonable and well-founded". Let students know the thinking mode and reasoning process of others and communicate with others. Students should be able to reflect on their own thinking process, acquire the ability to analyze and solve problems through problem-solving activities, and cultivate the spirit of exploration and innovation.
The development of the third ability.
The development of ability includes the development of problem-solving ability, general learning ability and strategy, and the development of mathematical ability. At present, the explanation of mathematical ability is not consistent, and the view of Soviet scholar Kruchesky is still accepted by many people. Kruchesky believes that the main components of learning ability are (1) the ability to formalize mathematical materials, that is, the ability to extract forms from contents, abstract them from concrete quantitative relations and spatial forms, and the ability to perform operations by using formal structures. (2) the ability to summarize mathematical materials, that is, the ability to extract the most important things from irrelevant materials and see the similarities between materials with different representations. (3) the ability to use symbols such as mathematics to perform operations. (4) Continuous and rhythmic logical reasoning ability. (5) the ability to simplify the reasoning process, that is, the ability to think with a shortened structure. (6) the ability to reverse the psychological process. (7) Flexibility of thinking-the ability to change from one psychological operation to another. (8) Mathematical memory mainly refers to the memory of summary content, formal structure and logical mode. (9) Ability to form spatial concepts.
The development of the fourth emotion.
Emotional development in mathematics teaching mainly includes three interrelated aspects. The specific contents are as follows: (1) Students' interest in mathematics and mathematics learning activities. It mainly includes curiosity and thirst for knowledge about mathematics, active participation in mathematics learning activities and love of mathematics learning. (2) Self-confidence and willpower. It mainly includes students' successful experience in mathematics learning, gradually establishing confidence in learning mathematics well and exercising their will to overcome difficulties. (3) Attitude and habit of learning mathematics. It mainly includes the attitude and habit of exploring and innovating, cooperating and communicating, and being rigorous and realistic.