There are mathematical papers everywhere in life

Mathematics comes from life, and life is full of mathematics. In mathematics teaching, we must closely connect with students' real life, make teaching close to life, let students see mathematics in life, feel mathematics, and realize that everyone learns valuable mathematics. Next, I have compiled for you mathematics papers that are everywhere in life, let’s take a look. Mathematics is everywhere in life. Article 1

Mathematics originates from life and is widely used in life. Applying the mathematical knowledge learned in real life and solving practical problems is one of the mathematical literacy of primary school students. The new curriculum standards emphasize that mathematics teaching should start from students' existing life experiences and enable students to gain an understanding of mathematical knowledge. The transformation of mathematical knowledge into daily life is to communicate the connection between mathematics and real life by restoring the dull mathematical knowledge in mathematics textbooks that is out of touch with students' reality and taking it from students' life practice and having certain real-life mathematical problems. , stimulate students’ interest in learning mathematics. The new version of primary school mathematics textbooks is also working in this direction. How to use new teaching materials to creatively unleash teachers' subjective initiative and make mathematics teaching closer to students' lives, thereby cultivating students' ability and literacy to use mathematical knowledge to solve practical problems, is a theme we continue to practice and explore.

1. Let students understand mathematics in life

Mathematics is a way for people to qualitatively grasp and quantitatively describe the objective world, gradually abstract and generalize, form methods and theories, and apply it widely process. ?Therefore, mathematics teaching can only be full of vitality if it starts from students' life experience and allows students to learn mathematics and use mathematics in their daily lives.

1. In primary school mathematics teaching, starting from the reality of life, organically combining the teaching material content with the "mathematical reality" is in line with the cognitive characteristics of primary school students, which can eliminate students' unfamiliarity with mathematical knowledge, and at the same time Enhance the application awareness of mathematics and arouse students' interest in learning. For example: When teaching the concept of recurring decimals, I first tell the students an endless story: Once upon a time, there was a temple on the mountain. There was an old monk in the temple who was saying that once upon a time, there was a temple on the mountain. Let the students initially perceive through examples? Keep repeating it, and then cite the natural phenomena of water, vapor, clouds, and water to introduce the concept of "circulation", so that students will have a strong interest.

2. Many concepts and rules in primary school mathematics are abstracted from real life. Therefore, the teaching of concept rules must find corresponding examples in real life and guide students to start from intuition. Thereby abstracting and gradually deepening understanding and application. For example: when teaching common quantitative relationships in application questions, it is not easy for students to understand the "work efficiency" in the "total workload" of "work efficiency". To this end, I held an oral arithmetic competition and a rope skipping competition in the class before teaching. When teaching a new class, students can easily understand the abstract and unfamiliar concept of "work efficiency" by connecting two competition activities: it refers to the amount of work done per unit time. Another example is when learning "A simple algorithm for adding and subtracting numbers close to a hundred or ten", there is a question like this: 128-96=128-100 4. It is difficult for students to understand that when subtracting 100, they need to add 4. I designed a life reality of "getting change for shopping": It was my birthday, and my mother took 128 yuan to the store to buy a 96 yuan rag doll to give to me. Mom paid the salesperson a hundred-dollar bill (100 yuan should be subtracted from 128 yuan), and the salesperson got back 4 yuan (4 yuan should be added). Therefore, the extra 4 subtracted should be added. Such "life teaching" examples verify abstract calculations through life experience, and the specific experiences are refined and elevated into theories (simple calculation methods), which are easy for students to understand and difficult to forget.

Let mathematics return to life, make students feel that mathematics is around them, and learning mathematics is useful and necessary, thereby stimulating the desire to learn mathematics well.

2. Let mathematical knowledge return to students’ lives

Learning is for application. Therefore, teachers should always cultivate students' awareness and ability to connect with real life, apply mathematical knowledge, and solve problems during teaching.

Knowledge can only be truly mastered by students through application, and its value can only be reflected in practical application.

1. Create situations and cultivate students’ ability to solve practical problems

After students have mastered a certain mathematical knowledge, they can consciously create some situations that apply the knowledge they have learned to practical life. situation. For example, after learning about interest, let students go to the bank to learn about interest, interest tax and other relevant knowledge, and let the students act as little advisers to their parents: How is the most cost-effective way to save excess money at home? And help parents calculate interest and interest tax.

In mathematics teaching, teachers should be good at guiding students to start from their existing life experiences and personally experience the process of abstracting life prototypes into mathematical models. Many problems students encounter in life are based on mathematical knowledge. Concrete, such as "Understanding of Clock Faces", "Statistics", "Understanding of Graphics", etc. Therefore, teachers should proceed from the students' reality and design situations that students are interested in, such as telling stories, playing games, looking at pictures, etc., to stimulate Students' curiosity for knowledge makes them more aware that mathematics is close to life. When teaching the understanding of numbers within 10, I asked students to observe the environment layout in the classroom, talk about how many windows, blackboards, lamps, etc., and guided the students to express the quantity of items in standardized language. Another example is when teaching about averages, I designed a situation like this. In the math competition held yesterday, the total score of 6 people in the first team was 528 points, and the total score of 7 people in the second team was 609 points. I now announce: The second team won this competition. As the second team cheered, some students from the first team said, "Teacher, because the second team has more people than us, of course the total score will be more than us." Is it too unfair to just calculate the grades like this? I quickly asked? Then how to calculate it is fair? In the natural dialogue with the children, the average was derived. It has truly reached the beginning of the class and the interest is already there, allowing the children to actively participate in learning. Through similar problems close to life, students can realize the close relationship between mathematics and life, so that students can realize the usefulness of learning mathematics. It’s really great and realizes the transformation of learning from passive to active.

2. Connect with reality and enhance students’ mathematical awareness

Mathematical knowledge is widely used in daily life, and mathematics is everywhere in life. For example: After learning the stability of triangles, students can observe where the stability of triangles is used in life. After learning the knowledge of circles, let students explain from a mathematical point of view why the shape of the wheel is round, and can other shapes work? Why?

Life is the source of mathematical knowledge, and teachers should guide students to use it in the classroom. Combining mathematical knowledge with students' life practice can cultivate students' practical ability and experience the practicality of mathematics. For example, in the teaching of understanding graphics, students are asked to observe which graphics around them are rectangles, squares, triangles, and circles, and students are asked to place them, draw them, and talk about them in person. In this way, students can experience and feel the shapes of objects by themselves. Clarifying the characteristics of these graphics, this kind of mathematics formed in life, shortens the distance between mathematics and life, leaving students with better thinking space, which not only meets the needs of students and observation of mathematical knowledge, but also embodies the value of mathematics and cultivates With this kind of teaching, students will learn to be proactive, active, and good at discovery, exploration and innovation.

3. Strengthen operations and cultivate students’ ability to apply the knowledge they have learned in practice.

Knowledge comes from practice and is guided by practice. We often see that due to students' lack of perceptual knowledge, there is a quantitative consciousness that does not conform to the objective reality of life. This requires our classroom teaching to pay more attention to connecting with reality and strengthening students' hands-on activities. After learning about meters, centimeters and how to measure, let students use their mathematical knowledge to solve practical problems in life. Such as measuring height, measuring the length of an outstretched arm, measuring the length of a step, measuring the width of a classroom door and measuring the width of a window. Through the above activities, students can deepen their understanding of centimeters and meters and consolidate the method of measuring the length of objects with a scale. At the same time, students gain some common sense data from their daily lives. In this activity, students' learning interest and practical measurement ability are improved, allowing students to use it in daily life.

After learning about averages, let students work in groups to choose topics and carry out activities, such as: measuring and calculating the average height, average weight, average age of classmates, the average number of students in each class in the school, The average age of teachers, the average price of a certain vegetable in the nearby market, etc. Students naturally exercise their ability to solve practical problems through collaborative activities.

Using mathematical knowledge to solve practical problems in life can achieve a close integration of mathematics and life, help students learn to observe life from a mathematical perspective, and thus continuously experience the value and charm of mathematics. Mathematics Paper 2 is everywhere in life

In primary school mathematics teaching, we should start from life experience and create meaningful, challenging and motivating problem situations through various forms to maximize the To stimulate students' intrinsic motivation for learning. In hands-on practice, students can experience the fun of "learning mathematics". In democratic teaching, students can not only acquire knowledge, develop skills, and master mathematical methods, but also gain positive emotional experiences and build confidence in learning mathematics well.

The "Mathematics Curriculum Standards" points out: In teaching, it is necessary to create learning situations that are closely related to students' living environment and knowledge background, and are interesting to students, so that students can observe, operate, guess, communicate, Through reflection and other activities, students can gradually understand the process of generation, formation and development of mathematical knowledge, gain positive emotional experience, feel the power of mathematics, and master necessary knowledge and basic skills at the same time. ?To this end, our mathematics should start from students’ actual lives and actively provide students with materials that are of practical significance and interest to them. Establish lively and interesting materials, create lively and interesting real-life situations, set up doubts and inspire thinking, guide students to use existing experience to explore new knowledge, and understand that mathematics comes from life. Mathematics is everywhere in life.

Mathematize life experience and turn mathematical problems into daily life, allowing students to learn mathematics in life and experience "life mathematics" in "doing mathematics". While acquiring knowledge and abilities, students can use mathematics to serve their lives, realize that mathematics is around them, feel the fun of mathematics, and experience the charm of learning mathematics. So how can we shorten the distance between mathematics and life in teaching?

Teachers should create situations that are life-like so that students can experience the life-like aspects of mathematics examples. In classroom teaching, teachers should be good at discovering and exploring mathematical problems in life, using children's personal experiences and using their hearts to comprehend what they have gained, to stimulate children's interest in learning mathematics. I often use students to introduce teaching by finding friends around them, which not only creates a relaxed and interesting learning atmosphere, stimulates students' interest in learning, but also makes students realize that mathematics comes from life. After this, they immediately became interested in today's content and learned happily.

Creating problem situations like this that are connected with real life situations not only arouses students' interest in learning mathematics, but also makes them feel that mathematics is closely connected with the little things around them. In teaching, teachers should look for mathematical materials from many aspects and let students find mathematics from life, think about mathematics, and truly feel that mathematics is everywhere in life, so that mathematics can become a useful subject. Thereby enhancing students’ awareness of applied mathematics.

When students learn mathematics, they use the mathematical knowledge and methods they have learned to solve some simple practical problems in life. It guides students to connect the knowledge they have learned and apply it to real life, which can promote students' exploratory learning and The formation of application awareness and the cultivation of students' initial practical ability. Cultivate students' ability to solve life-related problems through design exercises.

Practice allows students to operate by themselves. We often encounter such things in life, which also increases their interest in learning mathematics!

Mathematics can only return to life. Only when you go will it show its charm. Only when students use mathematics in their lives can they truly realize "Everyone learns valuable mathematics".

In mathematics teaching, teachers should be good at collecting teaching examples in real life, introducing themes from social life into mathematics teaching classes, allowing students to observe life from a mathematical perspective, establish awareness of the application of mathematics, and cultivate the application of mathematics. ability and experience the fun of applying mathematics.

Teachers build students’ awareness of using mathematics and realize the zero distance between mathematics and life.

Teachers should not only let students learn living mathematics in teaching, but also let students feel that mathematics exists in life. Therefore, teachers should build students' awareness of using mathematics. For example, after teaching "Two-Step Calculation Problems with Decimals", I arranged a simple breakfast shop in the classroom, marked? Steamed buns 0.5 yuan/piece, meat buns 1/piece, fried dough sticks 0.5 yuan/piece, soy milk 1 yuan / cup, milk 3 yuan / box, cake 1.5 yuan / piece and then say? These are what you usually eat in the morning, I think you are all familiar with it. So please tell me, if you were given 5 yuan to eat breakfast by yourself, how would you arrange your nutritious breakfast? The students immediately became interested and each told them their own nutritious breakfast plan. Through such activities, students not only mastered the key points of this part of knowledge, but also further realized the charm of mathematics through the application of mathematics in life.

As a teacher, we must insist on providing students with opportunities to practice, cultivate students' ability to use mathematics, and feel that mathematics is everywhere in life. Let students experience the joy of learning mathematics, make them love life more, and gradually develop the awareness and habit of observing life and feeling life through a mathematical perspective. So when teaching "Liters and Milliliters", I asked the students to use their spare time to go to the supermarket to do a small survey to see where they can find things in the supermarket that are measured in liters and milliliters, and record their names. Take a good look at them, touch them with your hands if you can, smell them with your nose if you can, and it would be better if you could draw their shape or appearance with a pencil. The students went to the supermarket with great interest and looked for many things that were measured in liters and milliliters: shower gel, milk, drinks, cooking oil, toilet water, wine? There were so many things. Some students even drew the appearance of such things. Some students even collected samples. After conducting a small investigation in the supermarket, the children learned that liters and milliliters are both units used to express liquids. Liters can represent more liquids, and milliliters are used to represent less liquids. This not only allows them to learn the content of this lesson from life, but also allows them to feel that mathematics is everywhere in life.

In teaching, I also focus on allowing children to find mathematics in life based on actual situations, and cultivate students' awareness of observing life from a mathematical perspective, so as to experience application in a true sense. Math? Fun, fall in love with math. After learning the "Area of ??Rectangles and Squares" part last semester, I organized the students to measure the length and width of the classroom blackboard; the length and width of the classroom floor; the length and width of the desk top; and then calculated their areas. . Finally, let them talk about how to calculate the price of black paint if they repaint the blackboard; how to calculate the price of the carpet if they cover the floor; and how to calculate the price if they want to install a piece of glass on the desk. What about the price of glass? Students can immediately realize that these common things in daily life require mathematical knowledge to solve. In this way, they can experience the fun of acquiring knowledge and be more willing to learn mathematics on their own initiative!

Life is inseparable from mathematics, and mathematics is inseparable from life. Mathematics teaching should talk about its origins and uses, so that students can feel that mathematics is everywhere in life. In the eyes of children, mathematics is a subject that is visible, tangible, and useful. It is no longer boring. math game. Only by communicating the connection between life and mathematics can students truly get close to mathematics and learn useful, valuable, and interesting mathematics. Only then can mathematics truly enter life, and students can truly appreciate the joy of mathematics being part of life. Learn mathematics in connection with real life, mathematicalize life experience, and turn mathematical problems into daily life, so that mathematics can truly originate from life and serve life!