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一般人思考或谈论数学学习能力,往往习惯于把它与运算能力、空间想象能力联系在一起:而对数学语言的训练又往往与语文、英语等学科的语言学习活动联系在一起,忽视了数学语言与数学思维相互关联的理论研究与实践探索,这应引起我们足够的重视。一、小学阶段数学语言训练的必要性1.掌握数学语言是学习数学知识的基础。一方面,数学语言既是数学知识的重要组成部分,又是数学知识的载体。各种概念、公式、法则和性质等无不是通过数学语言来表述的。离开了数学语言,数学知识就成了“水中月,镜中花”:另一方面,数学知识是数学语言的内涵,学生对数学知识的理解、掌握,实质是对数学语言的理解、掌握。一个对数学语言不能理解的人就谈不上对数学知识的理解。
Most people think or talk about mathematics learning ability, often used to put it with computing power, spatial imagination ability: the training of mathematical language and language and English are often associated with other language learning activities, ignoring the mathematical language And mathematical thinking interrelated theoretical research and practical exploration, which should cause us enough attention. First, the primary stage of the need for mathematical language training 1. Grasp the mathematical language is the basis for learning mathematics. On the one hand, mathematical language is not only an important part of mathematical knowledge, but also a carrier of mathematical knowledge. Various concepts, formulas, laws and nature are all expressed in mathematical language. On the other hand, mathematics knowledge is the connotation of mathematics language. Students’ understanding and mastery of mathematics knowledge is essentially the understanding of mathematics language, grasp. A person who can not understand math language can not talk about the understanding of math.