First of all, the accumulation of activity experience should have activities and pay attention to the process. The activities mentioned here are not teaching and problem-solving activities in the general sense, but mathematical exploration activities that require students to participate in, and activities that "do" mathematics in specific problem situations. Generally speaking, this kind of activity is not a process of solving ready-made mathematical problems, nor is it a process of simply finding the answer to a problem.

In the previous example, the first problem is just to solve a problem. Students are using relevant knowledge and skills, which can help them understand and consolidate their knowledge and skills. For the problem of adaptation, students need to collect real data in person, and then record and sort out the data in an appropriate way to find out valuable information and ask meaningful questions.

This requires a process. In this process, students should use the knowledge and skills of mathematics and do some concrete things according to various actual situations. In this process, students have experience and experience. Different students may use different ways and means, show different modes and have different experiences.

Activity experience should be accumulated in the process of continuous doing. "Accumulation" is the key here. Students should not expect to have experience in mathematics activities through one or two such activities, but should constantly provide students with such opportunities in the teaching process. If students have the opportunity to do such activities when learning different content, they will accumulate relevant experience.

This kind of activity can be an in-class activity or a combination of in-class and extracurricular activities; Can be done independently, can also be solved in cooperation. There are opportunities to provide students with such activities in all four areas of the mathematics curriculum. The field of "comprehensive practice" is a good carrier for students to accumulate activity experience.

Data expansion

What the activity experience achieves is a process goal, which can't be evaluated in the conventional way. Generally speaking, the conventional paper-and-pencil test is more suitable to examine the mastery of knowledge and skills, and the investigation of activity experience cannot be carried out simply by solving the problem of standard questions.

The first question above is used for testing, and the second question after adaptation needs to use activity records, classroom communication, small-scale investigation reports and so on. The key point is to examine students' participation and learning process, and at the same time comprehensively consider the ability level of students in different classes.