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《数学课程标准》提倡,发展学生的数感、符号感、空间观念、统计观念以及应用意识与推理能力,其本质就是关注数学内涵。数感和符号感的背后是数量意识和符号意识,即要培养学生能够用数量意识考察事物发展的数量规律,并且善于用符号进行表达和交流。数学课应该体现出浓浓的数学味,没有“数学味”的数学课,就不能称其为数学课,至少不能算是一节好的数学课。一、关注过程,探问“数学味”的课堂数学的内涵往往呈隐蔽形式,蕴涵在数学结论
The standard of mathematics curriculum advocates and develops students’ sense of number, sense of symbol, concept of space, idea of statistics and ability of applying consciousness and reasoning. The essence of mathematics curriculum standard is concerned with mathematical connotation. Behind the sense of number and sense of symbols is the sense of quantity and symbolic awareness, that is, students should be able to numerically consciously examine the quantitative laws governing the development of things, and good at using symbols to express and exchange. Math class should reflect a strong mathematical taste, without “math taste” math class, you can not call it a math class, at least not be a good math class. First, the process of concern, to explore “mathematics taste ” classroom mathematics often hidden content, implied in mathematical conclusions