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在学习“异分母分数加减法”一课中,出现“(1/2)+(1/3)=(2/5)”这种算法的根本原因是学生对分数加减法的算理不理解。深入分析其原因,也与一线教师重“证实”、轻“证伪”的教学习惯有关,在平时的数学课上,老师们更多地将教学重点放在“(1/2)+(1/3)=(3/6)+(2/6)=5/6”的理解上,而通常会
In learning “alien denominational fraction addition and subtraction ” class, “(1/2) + (1/3) = (2/5) ” The root cause of this algorithm is that students increase or decrease the score The law of law does not understand. In-depth analysis of the reasons for this is also related to the teaching habits of front-line teachers who emphasize “proof ” and light “falsification ”. In normal math classes, teachers focus more on teaching. 2) + (1/3) = (3/6) + (2/6) = 5/6 ", and usually