moncler online Sentiment Mathematics _579

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Mathematical insights

Knowledge for insights. Look at our own teaching process, we compared the size of the teaching points, he may gave its students the \which end of a meal chopsticks can over a length \enable students to be able to make a high-level staircase. Our emphasis on \Second, the \There is also a point next to C, C point where there is a good way, from A to B the more smooth the way, ignoring the greater the likelihood of C points. To the status of primary school mathematics teaching, classroom teaching and learning in instructional design and general procedures,[link widoczny dla zalogowanych], the first is to set teaching goals, the most detailed understanding of subject knowledge is objective, who asked to clarify the knowledge of shallow and deep are required to achieve development capacity; followed by the design of the teaching process, which in addition to classroom teaching program design, the focus is based on teaching logic, decomposition of the design a series of questions and exercises. The classroom, teachers often complete lesson plans, whether the issue or practice, are students of a Ling Ji declared: 璺 Article formulation thinking, rather than develop radiation-type thinking, always intended as efforts to guide students to copy. Follow De Bonuo said, we always tried to help students go from A to B smoothly and without the C street point of note - sentiment. Viewpoint: mathematics learning, develop insights should be first, to grasp the concept or create a second rule should be placed on training, compared with the sentiment, the level is much lower. Case: 20 pieces within the classroom addition. Division: (show port operator) l +9 Confused

2 +8 =? 3 +7 =? 4 +6 =? 5 +5 =? Health: (1:7 A) Division: (show 7 +5 =?) This a question how do we calculate it? Health A: I have 7 broken down into 5 and 2,5 +5 = 10, lO +2 = l2. Teacher: Very good. Please use our brains active kids to see there are no other algorithms can also \Health B: I have 5 and 2.7 is divided into 3 +3 = 10,10 +2-12. Teacher: I'm smart. (The students found their hands) Health C: I have 7 broken down into 4 and 3, the decomposition of 3 and 5 +3 = 6,4 +2 = 2,3 6, and the last 6 +6 = 12. (After the students took a deep answer to a 1:7 gas) Division: Oh, too complicated,[link widoczny dla zalogowanych], but is right. Analysis: Currently, many teachers encourage students to solve mathematical problems in the use of different strategies (the case of \But in many cases, our teaching, or as we adults think that the best way to target, even if the students find their own results, also suggest that the total relaxation in the use of \. Case presented above course content, our teaching has been to \This may seem scattered and difficult, the students easy to learn, but if we simply provide \We can not always think students learn,[link widoczny dla zalogowanych], what place do not want to make things difficult for students, 20 less than the addition to \Shadow without a trace. In fact, the students created their own methods and knowledge of a large number of the corresponding method, will be fully aware of Minato ten law, when the conscious application of appropriate hash Ten. Of course, we also excluded from the algorithm on the low-level duplicated, but stressed that the students value the unique insights. Therefore, we should focus on revealing the nature of mathematical knowledge (case in point is the content and cooperation methods), in the way from A to B,[link widoczny dla zalogowanych], C street constantly point of sentiment, but not limited to \Such a \Mr. Chen Zhongmu mathematics educators have long proposed a \Indeed, the limited similar to \. We want to prevent this, \Bin (Author: Yixing City, North Primary School) a forum for exploration of a sea route to teach T

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