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The Connection between the Primary School Mathematics's Logical Thinking and Various Classes

2026-10-06 05:07
2026-10-06 06:00

The logical thinking of primary school mathematics played an important role in connecting the learning of multiple subjects: ** I. Connection with junior high school mathematics ** 1. ** The transition from basic calculation to logical thinking ** - In the first year of junior high school, knowledge points such as negative numbers, number axes, and absolute values were the continuation of primary school positive numbers, decimals, proportions, and scores. It was the beginning of basic calculation to logical thinking. For example, although the concept of negative numbers was difficult to understand, it was still in the continuation stage of elementary school single-line thinking, and this part was the basic knowledge reserve for junior high school mathematics learning. - The moving point problem was a difficult problem in the first grade. Its essence was the concrete expression of the functional relationship. The moving point thinking was the functional thinking. The analytical reasoning ability formed at this stage was of great significance to the difficult algebra problems in the second and third grades (such as function learning) and the functional thinking in the high school, especially in the first grade. It was also related to the more difficult geometry proof after the second grade (such as the hidden circle of moving point and the change of the figure in the final geometry proof). - Polynomial learning was a transition from specific numbers to the establishment of relationships between numbers. If moving points were to establish the relationship between the result and the condition, then a polynomial was to establish the relationship between the result and the condition. This was an important connection from elementary school to middle school algebra. - Inequalities appeared in the second semester of junior high school, but it was still a continuation of elementary school mathematics. It was the development of the relationship between numbers (the relationship between numbers other than equations), and it was the foundation of basic equations in high school mathematics. - The parallel line theorem, internal angle, and external angle theorem in the introductory phase of geometry proof were not difficult, but they laid the foundation for the second year of geometry proof. It was an important part of the logical thinking of geometry. 2. ** Deepen the way of thinking ** - Junior high school mathematics was further deepened on the basis of logical thinking in primary school. From simple mathematical logical thinking in primary school (such as the logical relationship in basic operations), it gradually developed into more complex logical relationships, such as the logical relationship between variables in function learning, logical reasoning in geometric proof, etc. ** 2. Connection with other disciplines ** 1. ** Connection with Physics ** - The concept judgment and reasoning ability in the logical thinking of primary school mathematics laid the foundation for the study of physics. For example, when understanding physical concepts (such as speed, mass, etc.), one needed to use the concept understanding ability of mathematical logical thinking. For example, the concept of speed involved the relationship between distance and time, which was similar to the understanding of the relationship between quantity in mathematics. - In simple physics calculations (such as calculating the density of objects, gravity, etc.), one needed to use the mathematical calculation logic that was cultivated in primary school, such as multiplication, division, and other operational logic. - The processing and analysis of experimental data in physics, such as drawing conclusions based on experimental data, required reasoning ability similar to mathematical logic thinking, which deduced physical laws from known data. 2. ** Connection with Chemistry ** - When understanding the concepts of elements and compounds in chemistry, one needed the ability to distinguish between different elements and compounds. - The calculation of chemical equations in chemistry, such as the calculation of the mass relationship between the reagent and the product according to the chemical equation, required the application of the mathematical calculation logic cultivated in primary school, including the understanding of the proportional relationship. - When analyzing chemical experimental phenomena and obtaining chemical laws, one needed to use logical reasoning ability to infer the properties and reaction laws of chemical substances from observed experimental phenomena (such as color changes, gas production, etc.). This was similar to reasoning in mathematical logical thinking. 3. ** Connection with Chinese subjects ** - In Chinese reading comprehension, the analysis of the structure of the article and the summary of the general meaning of the paragraph required logical thinking ability, which was similar to the analysis and comprehensive ability of mathematical logical thinking. For example, breaking down the article into different parts and understanding the relationship between the parts was like analyzing the composition of quantitative relationships in mathematics. - In Chinese writing, the layout of the article and the clarity of the discussion also required logical thinking. This was similar to reasoning and judgment in mathematical logical thinking. For example, organizing the content of the article according to a certain logical order would make the article reasonable. Read more exciting novels for free

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