Characteristics of primary school mathematics

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Original publisher: * * Blue Sky

The characteristics of primary school mathematics The basic starting point of mathematics curriculum in compulsory education stage is to promote students' all-round, sustained and harmonious development. We should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students' learning mathematics, and emphasize that starting from students' existing life experience, students should experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can understand mathematics and improve and develop their thinking ability, emotional attitude and values. Combined with the characteristics of primary school students' physical and mental development and their intellectual development level, primary school mathematics should have the following characteristics: (1) primary school mathematics is students' own mathematics, and primary school mathematics knowledge is produced by students through specific activities with the help of their existing life experience; Mathematics teaching should provide students with various opportunities to explore, discuss, practice, investigate and solve problems. Its basic way should not be "teaching", but "guiding", leaving students with sufficient space for thinking and development, so that students can truly become the masters of learning activities; Mathematics learning is no longer a simple memory, imitation and training, but a variety of forms of learning such as independent exploration, cooperation and exchange, and practical innovation; Mathematics classroom should be changed from a simple hall for imparting knowledge to a place for students to actively engage in mathematics activities; Mathematics teachers should change from simple knowledge imparting to organizers, guides and collaborators of students' mathematics learning. (2) Primary school mathematics is life-oriented mathematics. Judging from children's life experience, mathematics learning is no longer limited to classroom activities, but a social activity. Students' living environment and any activity place should be used as a classroom for mathematics learning. Off-campus business activities, building materials, area estimation and measurement all contain rich mathematical problems and knowledge. The content of students' mathematics learning should be realistic, lively, interesting and challenging. These contents are beneficial to students' vision.