competition mathematics classes

The answers to the third-year exam of the 10th Cross-Strait Youth (Mathematics) Cultural Exchange Activity in 2021 are as follows: [Answer for the first test: The answers for questions 1 to 16 are 9, 26, 5, 4, 10, 7, 11, 2, 30, 10, 16, B, 6, 12, 20, 24, 14, 10, 4, 48, 14, 10, 51, 6, 321.] Answer for the second test: 1、(45000 - 2000 + 7000)/(4 + 1)= 10000 (square meters), total construction area of Century Pavilion 1000 + 2000 = 12000 (square meters), total construction area of Renaissance Pavilion 45000 - 12000 = 33000 (square meters), 2,500/10 = 50 (sections), parasol tree: (50 + 1) ×2 = 102 (trees), white Magnolia trees: 50×2 = 100 (trees), a total of 102 + 100 = 202 (trees). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are some mathematics reflections and evaluations related to color: ** 1. Achievement of the goal ** 1. ** Consolidating Color Awareness ** - In the lesson plan, if the child's cognitive goals for red, yellow, blue, and other colors were set, such as letting the child say the name of the color, sorting the items by color, and other activities, the child's accurate recognition of colors could be considered in the reflection. If the child could accurately name the color and correctly classify it, it meant that the goal was achieved. For example, in the activity of sending the little rabbit home, the child could accurately send the red, yellow, and blue little rabbits back to the home of the corresponding color, which indicated that the child's color cognition goal was better. - If there were children who made mistakes in recognition or had difficulty in classification during the activity, they needed to reflect on whether there were problems in the teaching process, such as the color presentation was not clear enough, or the children lacked sufficient early experience. 2. ** Color mixing exploration (if involved)** - As for the activity of exploring the color mixture, if the child could actively participate in the operation and discover the color change phenomenon, such as in the teaching plan of the color touch music, the child could discover the new color after the mixture of different colors and record it. This indicated that the exploration goal of color mixing was better achieved. - If the child was confused by the color mixing phenomenon, or did not observe and record as expected during the operation, it might be that the teacher's guidance on the operation process was not clear enough, or the child did not understand the activity requirements. ** 2. Teaching process ** 1. ** Interesting Activity ** - From the game segments in the lesson plan, such as the magic box changing, sending the little rabbit home and other activities, these color-related mathematics activities carried out in the form of games, if the children's participation was high and their interest was strong, it meant that the activity design was successful in terms of fun. - On the other hand, if the child shows disinterest in the activity and is not focused, the game may need to be improved, such as increasing the interaction of the game or changing the rules of the game to make the game more attractive. 2. ** The effectiveness of the operation segment ** - In the child's operation segment, such as mixing colors with different colored cups, playing with snowflakes by color, and so on. If the child could operate smoothly according to the requirements and achieve the corresponding teaching goals through the operation, such as learning to classify colors or discovering the color mixing law, then the operation design was effective. - If there was confusion during the operation, such as the child not knowing the operation steps or the operation deviated from the teaching goal, the teacher needed to reflect on whether the instructions in the operation were clear and whether the preparation of the operation materials was appropriate. ** 3. Early childhood development ** 1. ** Observation and Judgment ** - In color-related mathematical activities, children need to observe colors and judge the relationship between colors (such as whether the colors are the same for classification, the changes after mixing two colors, etc.). If the child could make accurate observations and make correct judgments during the activity, it meant that the child's observation and judgment had been trained during the activity. - If the child has difficulties in observation and judgment, such as being unable to accurately judge a new color after mixing colors, the teacher can consider adding more observation and comparison activities in the follow-up activities to improve the child's observation and judgment. 2. ** Cooperation ability (if cooperation is involved)** - For activities that required cooperation, such as children working together to record the color mixing results in the color fondling music. If a child could cooperate effectively with his peers to complete the task together, it meant that there was a certain effect in the cultivation of cooperation ability. - If there are situations where children compete for materials and cannot divide their work during the cooperation process, the teacher needs to reflect on whether the guidance on the cooperation requirements and methods before the activity is insufficient, or the supervision and guidance during the activity are insufficient. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

##1. Big Class Mathematics ###(1) Activity Target 1. Through self-made seat tickets, one could understand the meaning of "row" and "seat" in seat tickets. 2. Learn the correct method of seating according to the two conditions in the seat ticket. 3. To develop the child's ability to interact boldly with others. ###(2) Event preparation 1. ** Teaching aid ** - A large "row" and "seat", and a "row" sign for rows 1 - 4. 2. ** Learning Tools ** - The children each received a small "____row____seat", a small plate, and a watercolor pen. ###(3) Activity process 1. ** Self-made seat tickets ** - ** Know the platoon, children make their own "platoon" number ** - Guide the children to observe the arrangement of the chairs. Ask the children in different rows how to know which row they are sitting in by asking them to do actions (such as the children in the first row standing up, etc.). - Show the word "row" and explain the horizontal line in front of it to indicate the number of rows to be written. Let the child take a pen and record the number of rows he is in. - ** Know the "seat" and create the "seat" number for children ** - Ask the children to count the number of chairs in each row. Ask the children with different seat numbers to do actions (such as the child in seat number 5 standing up, etc.) to lead out the word "seat". - Explain that the horizontal line in front of the seat number indicates the seat number to be written and let the child record his own seat number. - ** Read the seat ticket ** - Ask the child to open the paper with the seat information and read his seat ticket, such as "Third row, number four". 2. ** Exchange seat tickets, learn how to look for seats ** - Ask the children to exchange their seat tickets, read the seat information out loud, and then find the corresponding seat according to the information on the ticket. The teacher concluded that when looking at the seat ticket to find a seat, one must first find the "row" and then the "seat" method. 3. ** Event ended ** - Ask the child if he or she is happy learning to look for a seat by looking at the ticket. Guide the child to think about where he or she has seen a seat ticket (such as a movie theater). Also encourage the child to look for a seat by looking at the ticket and play the game again. ##2. Activity Reflection 1. ** Strengths ** - In terms of goal achievement, through a series of activities to make seat tickets, the children could better understand the meaning of "row" and "seat" in the seat ticket, and master the method of seating according to the number of seat tickets. At the same time, they practiced the ability to communicate with others in the interaction links such as exchanging seat tickets and finding seats, and better achieved the goal of the activity. - In terms of teaching methods, intuitive teaching methods were adopted, such as letting children observe the arrangement of chairs, recording the row number and seat number, etc., so that children could learn through personal experience. Moreover, during the activity, through asking questions and guiding the children to do actions, the enthusiasm and participation of the children were fully mobilized. - Interesting activity: The content of the activity is close to the children's life (such as the situation of finding a seat in the cinema), and there are interaction links such as exchanging seat tickets, which increases the fun of the activity and allows the children to learn mathematics knowledge in a relaxed and happy atmosphere. 2. ** Inadequacies and improvements ** - For some children, it may be difficult to understand. When recognizing the concepts of "row" and "seat", some children may understand slowly. In future teaching, more examples or individual guidance can be added to ensure that every child can understand. - Extension of the activity: After the activity, it can be further extended to the seating arrangements of other scenes, such as bus seats, theater seats, etc., to deepen the children's understanding and application of the concept of seating. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is an example of a summary and reflection report of a regular elementary school mathematics lecture: ** 1. Inspection summary ** This primary school mathematics class routine inspection covered the mathematics teaching situation of many schools, aiming to fully understand the teachers 'classroom teaching situation, the application of teaching methods, the achievement of teaching goals, and the interaction with students. ** 2. Examination result summary ** 1. ** Strengths ** - ** Teaching goal ** - Most teachers were able to set clear, specific teaching goals that matched the actual level of the students based on the curriculum standards. For example, in some courses on the calculation of numbers, the teacher would refine the teaching goal to let the students understand the calculation theory, master the algorithm, and be able to accurately calculate a certain number of exercises, which had a strong maneuverability. - The teaching goal not only focused on imparting knowledge and skills, but also on cultivating students 'mathematical thinking and problem solving skills. For example, in the teaching of geometry, the teacher set goals for the students to cultivate their spatial concepts and logical reasoning skills through observation, operation, and other activities. - ** Teaching content ** - The teachers had an accurate grasp of the content of the teaching materials, and they could organize the teaching content reasonably, highlight the key points, and break through the difficult points. In the course of functions, the teacher skillfully analyzed the concept, image, and properties of functions, and guided the students to understand the difficulties through examples. - Some teachers could supplement the relevant teaching content according to the actual life to strengthen the connection between mathematics knowledge and life. For example, when explaining the percentage, he introduced life scenes such as discounts in shopping malls and bank interest rates to increase students 'interest in learning. - ** Teaching Method ** - Various teaching methods were applied. In the classroom, the teaching method was combined with the discussion method and the demonstration method. For example, when explaining the derivation of mathematical formulas, the teacher would first give a lecture, then let the students discuss in groups, and finally verify it through demonstration, which promoted the active participation of the students. - The teachers paid attention to the elicitation method of teaching and guided the students to think and explore independently. In the exploration class of mathematical laws, the teacher set up a chain of questions to gradually guide the students to discover the laws and cultivate the students 'exploration spirit. - ** Teaching process ** - The teaching process was complete and the transition was natural. From introduction, new teaching, practice to summary, all the links were closely linked. For example, after the end of the new teaching session, they would consolidate the knowledge they had learned in a timely manner through targeted classroom exercises, and then summarize it to strengthen the students 'memory. - Teachers can arrange teaching time reasonably and ensure the smooth completion of teaching tasks. In some calculation classes, the teacher could allocate time according to the difficulty of different knowledge points to ensure that there was enough time to explain and practice the key content. - ** Teacher and student interaction ** - Most teachers were able to actively interact with students and pay attention to their learning status. In class, teachers responded to students 'questions and answers in a timely manner, encouraging students to actively participate in class discussions and interactions. - Group cooperative learning was carried out effectively. In the process of solving mathematical problems, teachers organized students to work in groups to cultivate students 'sense of cooperation and teamwork. 2. ** Inadequacies ** - ** Teaching goal ** - The teaching goals of a few teachers lacked the hierarchical design for students of different levels, and they did not fully consider the individual differences of students. - ** Teaching content ** - Some teachers did not expand the teaching materials deeply enough to meet the learning needs of some students who had the ability to learn. - ** Teaching Method ** - Some teachers were lacking in the innovation of teaching methods. They still used traditional teaching methods and lacked the effective use of modern educational technology. - ** Teaching process ** - Some of the classroom exercises were not designed in a hierarchical manner, and there were no exercises of different difficulty according to the level of the students. - ** Teacher and student interaction ** - In some classrooms, the interaction between teachers and students was not equal enough. The teacher led too much, and the student's dominant position was not fully reflected. ** 3. Reflection and improvement measures ** 1. ** For Teachers ** - ** Teaching goal ** - Teachers should understand the differences in students 'learning ability and level, and formulate hierarchical teaching goals so that every student can gain something in the classroom. - ** Teaching content ** - Teachers should dig deep into the content of the teaching materials and expand and extend the teaching materials appropriately according to the actual teaching situation to meet the learning needs of students at different levels. - ** Teaching Method ** - They should actively participate in teaching training and discussion activities, learn new teaching methods and concepts, and strengthen the study and application of modern educational technology, such as the use of multi-media teaching tools for mathematics teaching, so as to improve the interest and intuition of teaching. - ** Teaching process ** - When designing classroom exercises, one should fully consider the individual differences of the students and design practice questions with different levels, from basic questions to improving questions, so as to gradually improve the students 'mathematical ability. - ** Teacher and student interaction ** - Set up a student-centered teaching concept, give students more opportunities to learn and express themselves in the classroom, and interact with students on an equal footing. 2. ** For schools ** - We will strengthen the training and guidance of teachers in their routine teaching work, organize regular teaching seminar activities, and provide a platform for teachers to communicate and learn. - We should improve the routine inspection system of teaching, increase the frequency and depth of inspection, find problems in teachers 'teaching in time, and give effective feedback and guidance. - Teachers were encouraged to carry out teaching reform and innovation, and teachers who performed outstandingly in terms of teaching method innovation and teaching effect improvement were commended and rewarded. Through this routine inspection of primary school mathematics classes, we have seen the strengths of teachers in teaching, but also found the shortcomings. Through reflection and implementation of improvement measures, I believe that the quality of primary school mathematics teaching will be further improved. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

#Title: " Elementary Mathematics Lower Grade Speed Calculation Competition: A Wonderful Duel of Wisdom and Speed " In the vast world of primary school mathematics education, the speed calculation competition was like a bright star, shining with a unique light. Speed calculation, as the cornerstone of mathematics learning, showed its importance in the lower grades. It was not only a direct test of the students 'computational ability, but also a comprehensive challenge to their mental agility and concentration. Look, in the Yanghe Experimental School's speed calculation competition, the first-year contestants embarked on this journey full of challenges and opportunities. The tense atmosphere of the preliminary round permeated the air. They needed to solve 50 questions in just three minutes. This was undoubtedly a contest of speed and accuracy. Every number was a small challenge, and every calculation was a step towards victory. After a fierce competition, the elite contestants of each class stood out and represented their class in the finals in the afternoon. In the finals, the young contestants were all fully focused. They sat upright and held their pens accurately. Their serious appearance seemed to be conducting an incomparably sacred academic research. They wrote neatly and quickly, showing their solid basic skills and strong psychological quality. The oral arithmetic competition of Yucai Primary School in Liquan County was equally brilliant. The competition was a written test with a time limit of 15 minutes to complete 50 questions. Before the match, Vice-Principal Wang Juan's encouragement was like a spring breeze, injecting full motivation into the students. At the start of the game, the young players were full of fighting spirit. Some of them were frowning and thinking seriously, some were writing confidently, and some were counting their fingers, looking very cute. After the competition, the students who won the titles of " Little Expert in Mental Arithmetic " and " Divine Mathematical Arithmetic " had proud smiles on their faces. This was the reward for their hard work. There was also the Dugang Elementary School's speed calculation competition. Before the competition, the mathematics teaching and research team carefully set the questions. On the basis of considering the calculation level of the first to second grade students, they cleverly designed the questions. It was not only an examination of basic knowledge, but also a challenge to the sensitivity of thinking. On the field, the students buried their heads in their pens and began a fierce speed competition. This competition was like a feast of knowledge and wisdom. Every student was a participant and an explorer. These speed calculation competitions were not just simple competitions, but also an all-round improvement of the students 'mathematical attainment. Through the competition, the children's heart, brain, and hand coordination skills were trained, and their mental and pen arithmetic skills were also significantly improved. At the same time, these competitions also greatly stimulated students 'interest in mathematics, allowing them to swim in the ocean of mathematics and feel the charm of mathematics. The teachers could also understand the overall level of the students through the competition and then adjust their teaching strategies to better develop the students 'mathematical ability. The speed calculation competition was like a magical key that opened the door to the mathematics wisdom of the lower grade students and led them further and further on the road of mathematics. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

There were many ways to design the primary school mathematics competition. For example, individual and team competitions could be set up. The individual competition would have a compulsory answer segment, and the team competition would have a compulsory answer segment. Each school's representative team could have a certain number of opportunities (such as two) to ask for help outside the field. The competition covered in-class knowledge such as calculations, graphics, and geometry. At the same time, it set up puzzle questions such as 24-point and Sudoku. He could also set up a computational ability test segment, including mental arithmetic, vertical calculation, off-line calculation, solving equations, etc. He could also set up a thinking question segment to test the students 'thinking ability. In addition, the Teacher Quality Competition could be composed of segment teaching, blackboard design, chalk writing, talent performance, and other parts. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

1. Calculation: 1. 8 + 2 = 2. 4 + 5 = 3. 7 - 3 = 4. 7 + 2 = 5. 4 + 3 = 6. 9 - 7 = 7. 3 + 5 = 8. 2 + 2 = 9. 9 - 5 = 10. 9 - 6 = 11. 10 - 7 = 12. 10 - 7 = 13. 6 - 5 = 14. 8 - 6 = 15. 6 - 4 = 16. 2 + 3 = 17. 2 + 5 = 18. 7 - 0 = 19. 0 + 5 = 20. 7 - 7 = 2. Draw a picture. 1. There were as many zeros as there were zeros. (Give a number of zeros and draw the corresponding number of zeros as required) 2. There are two more pictures than the number of pictures. (Give a number of zeros first, then draw the corresponding number of stars according to the requirements) 3. Draw according to the pattern. (Give some of the diagrams as follows: → →) 3. Fill in "","" or "=". 1. 9 ○ 8 2. 3 ○ 7 3. 2 ○ 6 4. 2 ○ 2 5. 3 + 3 ○ 3 - 3 6. 8 - 8 ○ 6 - 6 7. 5 + 5 ○ 2 - 2 Fourth, fill in the appropriate number in (). 1. 9 + （ ） = 10 2. 5 = （ ） + 2 3.（ ） +（ ） = 8 4.（ ） + 6 = 9 5. 7 = 9 -（ ） 6.（ ） -（ ） = 6 5. Fill in the blanks with the appropriate numbers (Give me a table of numbers and fill in the blanks as required). Sixth, fill in the appropriate numbers in order (according to the specific requirements of the question, fill in the numbers in order). Seven, Single Choice Questions 1. In the teaching of quantity, children generally learn () A: Natural measurement B: Unit of measurement C: Standard measurement reference 2. The age at which a child can understand the relationship between size and length is usually () A: 3 - 4 years old B: 4 - 4.5 years old C: 5 - 6 years old D: 7 years old 3. One of the ways to provide children with suitable materials, teaching aids, and environments to explore and obtain mathematical perceptual experience and logical knowledge was to (). A: Operation Method B: Exploration Method C: Discovering Method D: Independent Learning Method 4. Children could generally achieve the conservation of basic numbers at the age of (). 8. Answer the questions according to the situation (for example, answer the questions according to the order of the questions in the middle class math activity, the candy store's prize guessing game). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are some reflections on the large math lesson plans: ** I. Reflection on the teaching plan of Self-composed oral application questions ** 1. ** Achievement of teaching objectives ** - When teaching children to learn self-compiled oral application questions, through various forms such as games, creating scenarios, consolidating exercises, etc., the goal of letting children learn self-compiled oral application questions was achieved to a certain extent. During this process, children's flexibility of thinking, oral expression, visual ability, and judgment were also developed. For example, the supplementary question training in the reinforcement practice, the practice of drawing pictures and writing questions, and the activities of you and I, helped the children to apply the knowledge they had learned. - However, because the application questions themselves were difficult for children to understand, some children might not be able to fully grasp the three conditions of writing questions (say one thing, have two numbers, and have one question). They might need more personal guidance in the teaching process. 2. ** Teaching methods ** - The use of games (such as the Sunshine Express), visual demonstration (such as the teacher's performance of the little red flowers to make up questions), group cooperation (such as you make up and I put) and other teaching methods, more in line with the characteristics of children's "playing middle school". For example, the game segment could stimulate the interest of the children, allowing them to review the knowledge of addition and multiplication in a relaxed and happy atmosphere, and prepare for the self-compiled application questions. - However, there might be cases where individual children took the lead in group cooperation and some children did not participate much. For example, in the "you make me do" segment, some more active children may participate more in making questions or posing formulas, while introverted children may only passively follow. 3. ** Organization of teaching content ** - The teaching content went from simple to deep, from reviewing the application questions of addition and substitution to learning the self-made application questions of addition, to various forms of consolidation exercises, and finally to the summary evaluation. The logic was relatively clear. For example, the children would be asked to answer the addition application questions through a slide show, then the teacher would demonstrate the questions and let the children do various exercises. - However, in the supplementary question training session, if more different types of scenarios or number combinations could be added, it might give the child a deeper understanding of the question. ** II. Reflection on the teaching plan of the division and combination of graphs ** 1. ** Achievement of teaching objectives ** - In terms of sprouting children's curiosity and scientific inquiry spirit towards the division and combination of figures, it was better to achieve the goal by displaying animal pictures to draw out the figures and letting the children operate the division and combination of figures. The children were able to actively participate in the activity and showed a strong interest in the division and combination of graphics, and constantly explored different ways of division and combination during the operation process. - Although the goal of developing children's thinking flexibility, understanding the relationship between the changes in the figures, and the initial perception of area conservation was reflected through many operations such as folding, cutting, and assembling square paper, it might still be difficult for some children to understand the conservation of area. It needed to be further strengthened in the follow-up activities. 2. ** Teaching methods ** - The operation method was used successfully, which was the key to the success of this event. The children gained experience in dividing and combining images through their own operations. For example, if a child cut a square along the crease and then combined it into a square, he could intuitively feel that the separated figure was still the original figure. - Comparisons, demonstration methods, and discovery methods were also used. However, in demonstration methods, some abstract concepts such as the conservation of area might need to be explained in a more easy-to-understand way so that children could better understand them. 3. ** Organization of teaching content ** - The content of the course was from drawing out the diagrams to the preliminary operation and combination, then to the in-depth exploration of the division of the diagrams, and finally to the free creation and extension activities. The levels were relatively clear. For example, let the child observe the figures in the animal picture, then combine the figures in the picture, then explore the division of the square, and finally let the child cut out a number of figures into various favorite patterns. - However, in the extended activities, it was only a simple reminder whether other shapes could be divided and combined. There was a lack of more specific guidance for children's operation in the activity area. ** 3. Reflection on the teaching plan of "Find Neighbors"** 1. ** Achievement of teaching objectives ** - In terms of stimulating children's interest in mathematics, by combining mathematical activities with stories, with the help of children's love for animals, the goal was better achieved. Children were more likely to accept the difficult concept of adjacent numbers in the story. - In the aspect of letting children learn to find adjacent numbers and recognize the relationship between adjacent numbers and the original number, by adjusting the teaching order, learning to find adjacent numbers before recognizing the relationship, the difficulty was reduced and it was helpful for children to master knowledge. However, due to individual differences, there were still some children who could not quickly say the adjacent numbers of a certain number, indicating that the individual coaching of these children needed to be strengthened in the teaching process. 2. ** Teaching methods ** - The game-like teaching process could help children master knowledge. In the whole teaching activity, the children used the methods they had learned to slowly find the adjacent numbers in the game atmosphere, reflecting the concept of "learning through playing, learning through learning". - However, in the process of teaching, the teacher's language rigor and norms needed to be further improved. For example, when explaining the concept of adjacent numbers, a more accurate and concise expression might be needed so that children could better understand. 3. ** Organization of teaching content ** - The teaching sequence after adjusting the content of the teaching materials was more in line with the learning rules of the children. From easy to difficult, first find the adjacent numbers and then understand the relationship, so that the teaching content was more easily accepted by the children. - However, in the process of teaching, if more examples of adjacent numbers could be added in life, it might give children a deeper understanding of this concept. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are some interesting ways to explore strategies in elementary math classes: ** 1. Story Teaching Method ** 1. Write a story according to the teaching content and incorporate mathematical knowledge into it. For example, when explaining applied questions such as "chicken and rabbit in the same cage", the questions could be made into stories, such as putting the animals in the questions in a scene (such as a zoo), explaining the content of the questions in a story-telling manner and guiding the solution. 2. After the story, guide the students to find the knowledge points from the story. This can motivate the students to actively summarize the knowledge and improve the students 'self-induction ability and analysis ability. ** 2. Use of multi-media technology ** 1. Make a slide show - When preparing for lessons, he would design and produce slide shows according to the teaching content, add interesting content into them, and fully integrate them with the classroom knowledge. Then, he would use the slide shows to explain in class. 2. Play video animation - Make full use of online resources and find videos and animations related to teaching to play in the classroom. For example, in the teaching of "Understanding Clocks", various pictures and videos of clocks could be played to let students learn mathematical knowledge intuitively, stimulate students 'hearing and vision, and enhance their interest in learning. 3. Use online games appropriately - For low-level mathematics, some online games could be used to assist in teaching, such as whack-a-mole games, but they had to pay attention to the degree of control to prevent students from getting addicted to the game and distracting them from their studies. ** 3. Game Teaching Method ** 1. According to the course content, the game segment was designed to combine the game with the teaching content. For example, when teaching "the understanding of counting within 100", the students were organized to carry out a game activity of "counting frogs". The students were asked to wear a frog card headband and say the number of frogs, the number of legs, the number of eyes, the number of mouths, etc. according to the rules. At the same time, they picked up the corresponding number card. This would motivate the students to recognize numbers in the game and improve their cognitive ability. ** 4. Create a situation teaching method ** 1. He started from the familiar life scenes of the students to construct the situation. For example, when teaching "percentage", construct the situation of supermarket promotion, give the discount methods of different shopping malls (such as the first shopping mall with 200 yuan minus 80 yuan, the second shopping mall with a 40% discount on the original price and a 5% discount), let the students develop marketing and publicity strategies as the manager of the shopping mall, and learn percentage knowledge in the process of solving problems to stimulate students 'interest and thinking. ** 5. Using picture books for teaching ** 1. The story of the picture book was introduced into the teaching content. For example, the story of Uncle Paul Splitting Pizzas was introduced into the teaching of scores, so that students could understand the meaning of scores through the forms of "one point" in the story, stimulate students 'ability to observe with mathematical eyes, express with mathematical language, and think with mathematical thinking, so that students could further understand mathematical knowledge in the classroom content of the story. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a study on the classroom theory and methods of improving thinking ability in primary school mathematics: ** 1. Theory Foundation ** 1. ** Student-centered Theory ** - In elementary school mathematics classes, students were the main body of learning. Because primary school students were curious about new things, they had to create a positive and active classroom atmosphere according to this characteristic, so as to stimulate the students 'internal motivation to learn, so that they were willing to use their brains and think positively. This was the foundation for improving a student's thinking ability. Only when a student actively participated in learning would their thinking be active, creating conditions for the improvement of their thinking ability. 2. ** Heuristic Teaching Theory ** - Confucius put forward the theory of "learning without thinking is lost, thinking without learning is dangerous". This theory emphasized that students should be taught appropriate learning methods in teaching. In primary school mathematics teaching, the cultivation of mathematical thinking required the study of basic theoretical knowledge and basic skills, because these were the foundation of calculation and reasoning. Only with a solid theoretical foundation could one improve their mathematical thinking ability. At the same time, teachers should explore together with students and teach students to analyze methods and solve problems instead of simply instilling knowledge. 3. ** Inductive Theory ** - Induction is the basis of thinking, and it is of great significance in the process of mathematics teaching. Mathematical induction went from concrete to abstract, from elementary to advanced, with levels and gradual development. With the improvement of students 'ability to summarize, teachers should assign higher-level tasks to summarize, so as to promote the development of students' ability to summarize, which helps to improve students 'logical thinking ability. ** 2. Method research ** 1. ** Ways to stimulate interest ** - The best teacher was interest. The teacher had to carefully design each lesson, for example, by creating a situation and setting up an attractive suspense, so that each lesson was vivid and vivid. This could stimulate the students 'motivation to learn and make them think positively. At the same time, teachers should encourage students to think independently and dare to express different opinions. In addition, teachers should carefully design questions during the teaching process, raise enlightening questions, and avoid overly simple questions, such as "Is that right?" "Do you understand?" Instead, he would ask the students questions based on the difficulty of the teaching and the students 'knowledge reserves, thus stimulating the students' thinking. 2. ** Focus on methods, methods to inspire thinking ** - In teaching, we should pay attention to teaching students how to learn. First of all, they had to ensure that the students accurately understood the basic concepts, basic theories, and other basic knowledge in the mathematics textbook. This was the foundation of calculation and reasoning. Then, in daily teaching, he would explore with the students and let them learn how to analyze problems and find breakthroughs to solve them. For example, in solving mathematical problems, on one hand, it was necessary to increase the speed of the students 'calculations. On the other hand, it was necessary to let the students grasp the essence of the basic concepts and principles. Only then could they increase the speed of calculations while ensuring accuracy. In order to cultivate students 'flexible thinking, teaching should strengthen the multi-dimensional nature, provide students with a wide range of thinking space, let students consider problems from a variety of angles, and establish their own ideas to solve problems. The teacher should also guide the students to think more and ask questions, summarize the methods and techniques of solving the questions, analyze the same questions, and put forward different opinions. 3. ** Ways to explore patterns and cultivate logical thinking ** - In the process of mathematics teaching, it is more important to let students realize that the process and regularity of mathematics activities are more important than the results. Teachers should encourage students to explore and summarize independently, and actively explore and discover mathematical laws. For example, as the students 'ability to conclude and summarize continued to improve, the teacher had to adjust the difficulty of the task in time and assign a higher level of induction and summary tasks to the students to gradually improve the students' logical thinking ability. 4. ** A Method of Using Multimedia to Infuse Mathematical Thoughts ** - In primary school, the cultivation of mathematical thinking ability should adhere to the principle of edutainment. Teachers could collect and present interesting mathematical content to solve practical problems through the media and online platforms, such as editing math-related content from cartoons, which could be played before or during class. This way, not only could the students relax, but they could also feel the practicality of mathematics, thus improving their mathematical thinking ability. 5. ** Method to strengthen mathematical model ** - It was similar to analogy. Based on the similarities or similarities between two types or two objects, one could infer the similarities or similarities in other aspects. In primary school mathematics teaching, teachers could infiltrate the teaching of analogy thoughts in structural characteristics, numerical relations, mathematical ideas, and content. For example, in the study of the commutative law of addition, the application of the commutative rate of addition in the continuous addition formula could make the calculation easier. At the same time, it was beneficial for students to consolidate their knowledge and develop the awareness of using mathematical models to solve practical problems. It laid the foundation for the subsequent study and research of mathematical modeling ideas. 6. ** Reverse Thinking Teaching Method ** - Reverse thinking was a type of divergent thinking. Its basic characteristic was to think about problems from the opposite direction of existing ideas. Reverse thinking was commonly used in solving elementary math problems. For example, when solving an application question about the number of pages in a book, reverse thinking could be used to restore the potential conditions according to some of the known conditions in the question, and the problem could be solved in the end. This way of thinking helped to overcome the conservativeness of conventional thinking, correct misconceptions, and open up new directions in mathematics. 7. ** Ways to connect with life and create a situation ** - In order to cultivate students 'mathematical thinking, mathematics content could be linked to students' daily lives. When students realized that solving mathematical problems could bring benefits to their lives, they would study hard and eventually develop the good habit of solving problems with mathematical thinking. At the same time, connecting life situations in class could allow students to use common sense and experience to better understand mathematical solution methods. For example, in the teaching of triangle stability, practical operations could be used to assist teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>