I read a book called interesting mathematics today. This book is very nice and has a lot of magic. I have always liked mathematics, and this book is even more fascinating. Like topological transformation, interval equality, clock face mind guessing, etc., strange things that were originally at sixes and sevens and no one could understand were vividly written by it in plain language. Another advantage of this book is that it can make you very popular in group activities. Some mathematical magic is in it, and people who don't know the details often regard it as a life. If you have a chance to perform, everyone present will applaud. If you shine at the party, people won't envy you! Interesting mathematics is really an interesting and informative book, which is really good.

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This book is one of "How to Teach the New Curriculum Well". The book is divided into four chapters: where the mathematics textbooks come from, how to use them well, how to develop the new value of learning tools and teaching AIDS, and how to develop teaching resources under the network environment.

Let's talk about the first chapter, "Where do the mathematics textbooks come from?". The book lists five different sources of materials: interesting activities, daily life, books, newspapers and the Internet, advertising and promotional materials, and game activities. Whether it is an interesting baby-counting party or influenced by the "true and false" column in CCTV's "Zheng Da Variety" program, the design "Is this true?" Guiding students to know the year, month and day, or finding wrong math activities in the diary, people have to sigh: the textbook is really for you. Distinguish the direction in daily life, skillfully explain two different solutions of multiplication application problems with "wholesale and retail", see "cycle" from natural phenomena, and help students understand circulating decimals.

Chapter two, section one, "How to make students learn concepts in activities". In my memory, the study of mathematical concepts is rather boring, and almost all of them follow the teaching mode of "simple feeling-conclusion-variant practice-understanding concepts". This book advocates that the learning and construction of concepts mainly rely on students' independent and conscious inquiry activities. After the concept is formed, students' understanding and mastery of the concept will take root in their minds, and it can grow independently in suitable soil, instead of being "ripened" by teachers with a lot of practice. The example given in the book, about the teaching of "prime number and composite number", has a very good teaching effect by using the game method: let students prepare cards with their student numbers printed on them, write the factors of student numbers on the cards, and make headdresses to wear on their heads. In class, first communicate the factors of your student number and number. Subsequently, it is required to divide the numbers into two categories according to the characteristics of the factors in the group ... In addition, "self-made playing cards" (the number of cards is between 50 and 100, and each card only writes one number, which cannot be repeated) can be used to review the knowledge of the unit "divisibility of numbers".

The third part is "Reflections on Computing Teaching". In the usual teaching and research activities, it is almost difficult to meet the discussion of computing teaching. How can computing teaching be so unpopular? The traditional calculation teaching is often "correct calculation is the last word", "one example with one rule", "reading while remembering" and "reciting rules and practicing more questions". So, over the years, teachers have been sighing, "I don't know how many times I have talked about this question. Why can't students learn?" A better way is for students to show the "mental method", give their own examples, try to understand the algorithm in calculation, and then summarize the calculation rules through group communication. Compared with teachers or books imposing calculation rules on students, this feeling and understanding gained by students after the learning process is more conducive to improving students' calculation ability. For example, when teaching three-digit subtraction "300-97", we can make the "actor" show "300- 100+3" as an important plot by directing the sketch "What if I don't have change". In this way, students can find out the arithmetic of "more reduction and more increase" unconsciously while enjoying the process of "finding money" When dealing with students' calculation mistakes, we should not do things hastily because of their carelessness. Study groups can be organized to find out the causes of mistakes from the aspects of calculation mentality, calculation habits and calculation ability, and discuss improvement measures to make mistakes a paving stone for students' progress.

The fourth section "Let' quantity and measurement' return to life". As soon as I saw this title, I remembered the description of the suspect in a wanted order when I went to Huagang to see fish in the first half of this year: height 1.72cm. After this material was brought back to school, some students didn't see the problem for a long time. Although this is not enough to show that students' knowledge about measurement is out of touch with life, the problem about housing area is vague in the review papers of this period-counting "a house of 142 square meters" as "1.42 square meters" is a lack of life mathematics consciousness. Therefore, in the teaching of quantity and quantity, students should feel and learn by themselves, so as to get the most direct experience.

The third chapter is about the new value of the development of learning tools and teaching AIDS. When deriving the formula of cone volume, both water and sand are used as teaching AIDS. After the transparent container is filled with sand, the gap is removed with water, which is more conducive to observing the relationship between a cylinder with equal bottom and equal height and a cone. Make full use of students' toys to make a fuss about understanding objects in many directions. For example, Go and pebbles can also be used as good learning tools to help students master numbers and sequences. When teaching the knowledge of "horns", you can make full use of each child's body parts to make a fuss. Generally speaking, the development of teaching AIDS and learning tools should follow the principle of "integration (1+1>; 2) The principles of "generation" and "innovation".

The fourth chapter is about how to develop teaching resources under the network environment, among which the most striking thing is that the network environment has promoted the changes of students' homework forms. The change of homework is an aspect that I pay close attention to recently. It has always been my good wish to let students have an interesting and creative homework that can be selected according to their learning situation. Two cases in the book inspired me a lot. First of all, with the help of special learning websites, math homework will change. For example, the special learning website of "Year, Month and Day" in primary school mathematics includes "Wisdom Island" (divided into year and day exercises, flat leap year exercises, IQ questions, comprehensive questions and so on. ), "Online Q&A Smart House", "Exhibition of Works", "Sun, Moon, Time and Space, Kingdom of Leap Years, Extracurricular Database. After technical preparation, the homework can be divided into two levels: one is the regular synchronous practice of 10 minutes every day, which can be completed in school; Second, after returning to China, designate selective contacts on the school's special learning website. The stratified practice under the network environment has made the learning ability of students at different levels develop differently.

Generally speaking, this book is worth reading by primary school math teachers.