Reflection on the Teaching of Mathematical Calculation Unit

2026-07-04 08:55

The following are some of the main points of reflection on the teaching of different mathematical calculation units: ** One, two digits plus one digit (carry) Reflection on the teaching of mental arithmetic (Grade 1, Volume 2)** 1. ** Achievement of teaching objectives ** - Knowledge and ability goal: Through the introduction of the situation, it is feasible to let the students understand the meaning of addition and master the method of two-digit plus one-digit carry calculation. For example, when solving the problem of "How many signs are there in class one", the students could calculate according to different methods, such as using a small stick to put it down, decomposing the numbers, etc., indicating that they had mastered the calculation method on the basis of understanding the meaning of addition. - The process and method goal: In the exploration of new knowledge, let the students experience the process of independent thinking, using learning tools to calculate, communicating algorithms, etc., and realize the variety of algorithms. However, more guidance and practice might be needed to guide students to choose the best algorithm. Some students might still not understand why some algorithms were better. - Emotions, attitudes, and values: Infiltrating environmental awareness in the situation of planting trees and listing them, and cultivating cooperative awareness in the process of cooperative exchange of algorithms is effective. However, increasing confidence in learning mathematics might require further practice and feedback, such as giving more encouragement and personal guidance to students who were slow or error-prone. 2. ** Breakthrough in teaching difficulties ** - The key was to master the two-digit plus one-digit carry calculation method. Through the demonstration and comparison of various algorithms, most students could master them. However, for some students with weaker comprehension abilities, they might have difficulty understanding the concepts of one out of ten. They needed more examples and one-on-one tutoring. - Difficulties and key points overlapped. Some intensive exercises could be added in the teaching, such as setting up special carry and non-carry addition comparison exercises to deepen the students 'understanding of the characteristics of carry addition. 3. ** Teaching methods ** - The introduction of the new lesson used the mental calculation card to review the addition of 20, which made a good foundation for the new lesson. However, in the part of guiding the students to ask questions, more guidance and examples could be given to let the students ask more quality questions. In the process of solving problems, the method of using learning tools was very helpful for some students to understand the calculation process, but for students with strong abstract thinking, it could provide more challenging problems or expand the practice. 4. ** Homework design ** - The homework design allowed the students to go home and tell their parents about the day's learning content and carry out calculation exercises. This method could strengthen the students 'knowledge and the learning exchange between parents and children. However, some layered assignments could be added to meet the needs of students of different learning levels. For example, students who had the ability to learn could design some expanding mental arithmetic problems or simple math inquiries. ** 2. Reflection on Teaching after Calculating Time (3rd Grade Volume 1)** 1. ** Achievement of teaching objectives ** - Knowledge and Skills goal: Using life situations (such as calculating the time from home to school) to let students understand the concept of calculating time, to a certain extent, it is successful. Most students could understand the meaning of calculation through real-life examples. However, due to the special nature of the time, minute, and second rate, some students might still be confused in actual calculations. They might not be familiar with the situation where time exceeded a cycle (such as calculating across hours). - The process and method goal: By allowing students to explore independently and then exchange feedback, the students 'subjective initiative is fully exerted. Most students could understand the clock face model and the number axis, but they might need more practice to skillfully use these tools to solve different types of elapsed time calculation problems. - Emotional attitude and values: In the process of teaching, students 'interest in learning is stimulated. However, in terms of cultivating students' perseverance and patience to solve problems, it may need to be further strengthened in subsequent teaching. This is because it is difficult for some students to calculate the time, and it is easy to cause frustration. 2. ** Breakthrough in teaching difficulties ** - The main point was to let the students understand how to calculate the time. The intuitive teaching using the clock face model and the number axis had a certain effect on breaking through the key points. However, during the teaching process, it was found that when the specific clock face and the abstract number axis were combined to understand, some students had difficulties and needed more detailed explanation and more practice. - The difficulty lay in the fact that the rate of progression between hours, minutes, and seconds was 60, and the calculation complexity brought about by the local period of time depicted by the clock. Although there were many ways to explain it in teaching, it was still difficult for some students with weak spatial imagination and logical thinking to fully grasp it. They might need to design some more targeted special exercises. 3. ** Teaching methods ** - Creating real-life situations was an effective teaching method, but when guiding students to abstract mathematical models from specific situations, they could pay more attention to the decomposition and guidance of steps. In terms of visual aids, in addition to the clock model and the number axis, he could also consider adding some animation demonstration or interaction teaching resources to enhance students 'participation and understanding. 4. ** Homework design ** - The homework should be designed in layers. For students who have difficulty understanding, they can design some basic and targeted exercises, such as calculating the elapsed time given a simple time interval. For students who had the ability to learn, they could design some questions that involved the conversion of multiple time units and complex time periods to meet the needs of students at different levels. ** III. Reflection on the Teaching of Mixed Operations with Parentheses (Second Year Volume 2)** 1. ** Achievement of teaching objectives ** - Knowledge and Skill Target: By reviewing old knowledge (the first grade's mixed order of addition and substitution with parenthesis), new knowledge (the two-level mixed order of operations with parenthesis) will be introduced. This method will help students transfer knowledge. Most of the students could grasp the order of the mixed operations with small parenthesis and calculate them correctly. However, in some complicated comprehensive calculations, they might forget to calculate the parenthesis first, so more intensive practice was needed. - "Method and process objective: Different processing methods are used in the practice session, such as off-the-shelf calculation, comparison observation, and comprehensive calculation according to the calculation process. It helps to cultivate students 'calculation ability, observation ability, and logical thinking ability. However, in the process of the students 'independent practice, it was found that some students could not summarize the function of the parenthesis from the comparison exercise well, and the teacher needed to guide them more carefully. - Emotional attitude and values goal: In the classroom summary section, the teacher summarized the order of the four operations in a doggerel way to increase the interest of the classroom. However, in the entire teaching process, in terms of cultivating students 'rigorous attitude towards mathematics, he could pay more attention to details in the marking of homework and classroom feedback, correct students' small mistakes in time, and let students develop a serious and careful habit. 2. ** Breakthrough in teaching difficulties ** - The main point was to understand and master the order of the mixed operations with parenthesis. Through different levels of practice, the students could basically master it. However, in practical application, they might be disturbed by the non-bracketed mixed operation order that they had learned before, and more discriminative practice was needed to strengthen their memory. - The difficult part was to let the students use the calculation sequence flexibly to solve practical problems. If the students were found to be lacking in this aspect, they could be guided to analyze the relationship between the numbers in the questions, understand why they had to calculate the numbers in the bracket first, and add some practical exercises. 3. ** Teaching methods ** - It was effective to review old knowledge to introduce new knowledge, but it could be added to the review session to increase some interaction, such as letting the students give examples to explain the order of addition and addition mixed operations with parenthesis. During the practice session, they could increase the way of group cooperation, allowing students to check and explain to each other to improve the learning effect. 4. ** Homework design ** - The homework design could be more diverse. In addition to written calculation exercises, some practical homework could be added, such as letting students write mixed calculation questions with small parenthesis and solve them together. This could deepen the students 'understanding of the order of operations. At the same time, they could also provide individual tutoring and assign assignments according to the students 'homework. ** IV. Reflection on the Combination Law of Multiplication and Commutational Law (Grade 4, Volume 2)** 1. ** Achievement of teaching objectives ** - Knowledge and Skill Target: In the context of solving practical problems such as the calculation of flower soil and flower fertilizer weight, the student will be able to derive the law of multiplication and the law of exchange. The student will be able to perceive the law in the specific context. However, when students were asked to use letters to represent operational laws, some students might make mistakes in the writing of letters or have an incomplete understanding of the meaning of letters. More examples and explanations were needed. - "Method and process goal: During the process of cooperative exploration, students will experience mathematical methods such as guessing, induction, and comparison through solving problems, reporting, and communication. However, it might be difficult for students with weak logical thinking ability to induce the association law and the commutativity law. Teachers needed to guide them more patiently to help them understand the induction process from specific examples to abstract laws. - Emotional attitudes and values goal: In the process of exploring operational laws, it is a long-term goal to cultivate reasoning skills by letting students experience the relationship between the various parts of multiplication and division. In this class, although the students had a certain degree of reasoning awareness, it needed to be continuously strengthened in the future. For example, it could be cultivated through more expansion exercises and mathematical inquiry activities. 2. ** Breakthrough in teaching difficulties ** - The key is to understand the law of multiplication and the law of multiplication and be able to use the law of operation to perform simple operations. In the teaching, he found that students could basically grasp the concept of the operation law, but when they used the operation law to perform simple operations, they might not be able to find a suitable combination or exchange method, so they needed more targeted practice. - The difficulty was to use letters to represent the multiplication law and apply it to practical problems. In teaching, the explanation of the operational law of letter representation needed to be more in-depth. For example, students could understand the equality of different forms of letter expressions by comparing them. In the application of practical problems, more examples could be added to help students analyze when and how to use the operational law. 3. ** Teaching methods ** - In the creation of the situation, it was effective to guide the students to ask questions through the situation of purchasing flower soil and fertilizer, but it could allow the students to participate more in the creation of the situation. For example, let the students design similar shopping situations and ask related mathematical questions. In the cooperative exploration segment, the interaction between students could be more in-depth. In addition to reporting the results, it could increase the discussion and questioning sessions within the group to improve the depth of the students 'thinking. 4. ** Homework design ** - The homework design could add some open-ended questions, such as asking students to find the application examples of the association law and the commutativity law in their lives and explain them. At the same time, the practice of the operation law could be gamified, such as making cards for the multiplication operation law, allowing students to play games such as matching and filling in the blanks to increase students 'interest in learning and mastery of knowledge. Read more exciting novels for free