Mathematics is like a mountain peak, soaring into the sky. I felt relaxed at first, but the higher I climbed, the steeper the peak became, which made people feel scared. At this time, only those who really like mathematics will have the courage to continue climbing. Therefore, people who stand at the peak of mathematics all like mathematics from the heart. The following is a picture of a handwritten newspaper about mathematics that I prepared for you. I hope you like it.
Handwritten newspaper pictures about mathematics 1
Pictures of handwritten newspapers about mathematics 2
Picture 3 of handwritten newspaper about mathematics
Picture 4 of handwritten newspaper about mathematics
Picture 5 of handwritten newspaper about mathematics
Picture 6 of handwritten newspaper about mathematics
Picture 7 of handwritten newspaper about mathematics
Picture 8 of handwritten newspaper about mathematics
Picture 9 of handwritten newspaper about mathematics
The handwritten newspaper pictures about mathematics 10
Handwritten newspaper pictures about mathematics 1 1
The handwritten newspaper pictures about mathematics 12
Handwritten newspaper pictures about mathematics 13
The content of handwritten newspaper about mathematics 1:
1, mathematics dominates the universe.
2. Mathematics is the king of science.
3. Start with the simplest.
Mathematics is an infinite science.
5. Problem is the core of mathematics.
6. God is a mathematician.
Imagination is more important than knowledge.
8. Mathematics is more than just solving problems.
9. Mathematics is symbol plus logic.
10, less is better than less.
1 1, where there are numbers, there is beauty.
12, thinking begins with doubt and surprise.
13, the more detached a mathematician is, the better.
14, beauty is contained in volume and order.
15, mathematics is gymnastics to exercise the mind.
16, the essence of mathematics is its freedom.
17. Mathematics is the key to science.
18, mathematics is a variety of proof skills.
19. Pure mathematics is a magician's real wand.
Please do the examples in the book yourself.
2 1, genius Please look at my elbow.
22. Mathematics is a clever art. ..
23. Mathematics is the theory of studying abstract structures.
24. Mathematics is the symbol that God describes nature.
The only way to learn mathematics is to do it.
26. Cleverness comes from diligence, and genius lies in accumulation.
27. Mathematics is the highest form of all knowledge.
28, learning mathematics, there will never be excessive efforts.
29. Mathematics is one of the most precious research spirits.
30. Mathematics is an evolving culture.
3 1, mathematics is the highest achievement of human thinking.
32. The beauty of mathematics is naturally and clearly displayed.
Mathematics handwritten newspaper content 2:
Mathematics is the key to science. Ignoring mathematics will harm all knowledge, because people who ignore mathematics cannot understand any other science, even anything else in the world. The following are the characters in the collected mathematical culture poems for your reference.
Poetry and Numbers: There are many beautiful numerical sentences in China's ancient poems. Li Bai's "Farewell to Bai Di Cai Yun, a thousand miles away in Jiangling for one day." The apes on both sides of the strait can't stop crying, and the canoe has passed Chung Shan Man ",which is recognized as a famous piece of drifting in the Yangtze River, showing a light and elegant picture. With the help of figures, a high degree of artistic exaggeration has been achieved.
Du Fu "two orioles sing green willows, and a line of egrets go up to the sky. The window contains thousands of autumn snows in Xiling, and the Wu Dong Wan Li boat is moored at the door, which is also well-known, and the characters have deepened the artistic conception of time and space.
He also said, "Frost skin has slipped in the rain for forty weeks, and its tip is like a green fish in the sky, and two thousands of feet", "Song Qing hates less thousands of feet, and evil bamboo should be cut", which shows strong exaggeration and love-hate relationship.
Yue Fei's "Thirty fame and dust, eight thousand miles of clouds and moons" and Lu You's "Three Wan Li rivers and seas, five thousand mountains climbing skyscrapers" are also strong and intense.
There are also some doggerel-like works, which also contain certain philosophy. For example, in the Tang Dynasty's "Hundred Birds Returning to their Nest": "One after another, there are 567,890 birds. How many birds are there in Phoenix? Eat thousands of stones in the world. "
Legend has it that Zheng Banqiao wrote a play when he saw people admiring snow and reciting poems: "One piece, two pieces, three or four pieces, five pieces, six pieces, seven pieces, eight pieces, ninety pieces, thousands of pieces, countless pieces have never been seen flying into plum blossoms." Reading is a great topic.
Content of handwritten newspaper about mathematics 3:
First, the meaning and function of mathematical skills
Skill is a way of action or psychological activity to successfully complete a task. It is an almost automatic, complex and relatively perfect action system formed through purposeful and planned exercises. Mathematical skills are actions or intellectual activities to successfully complete a certain mathematical task. It is usually manifested in the coordination of a series of actions and the automation of activities when completing a certain mathematical task. This kind of coordinated action and automatic activity is formed through repeated practice on the basis of existing mathematical knowledge and experience. For example, the multiplication skill multiplier you learn is a two-digit number, which is formed through many practical calculations on the basis of mastering its algorithm. Mathematical skills are closely related to mathematical knowledge and ability, and there are essential differences. The difference between them lies in: skill is the generalization of action and action mode, reflecting the proficiency of action itself and action mode; Knowledge is a summary of experience, which reflects people's understanding of the regularity of mutual connection between things; Ability is a summary of some stable psychological characteristics to ensure the smooth completion of activities, which embodies the individual characteristics of learners in mathematics learning activities. The relationship between the three can be clearly reflected from the role of mathematical skills.
The role of mathematics skills in mathematics learning can be summarized as the following aspects:
First, the formation of mathematical skills helps to understand and master mathematical knowledge;
Second, the formation of mathematical skills can further consolidate mathematical knowledge;
Thirdly, the formation of mathematical skills is helpful to solve mathematical problems;
Fourthly, the formation of mathematical skills can promote the development of mathematical ability;
Fifth, the formation of mathematical skills helps to stimulate students' interest in learning;
Sixth, arouse their learning enthusiasm.
Second, the classification of mathematical skills
According to its own nature and characteristics, primary school students' mathematical skills can be divided into two types: operational skills (also known as motor skills) and mental skills (also known as intellectual skills).
Mathematical operation skills of length. Operation skill refers to the skill to realize the action of mathematical task activity mode mainly through the movement or operation of external body. It is an external operation activity mode composed of various local actions according to a certain program. For example, students' skills of measuring the degree of angles, measuring the length of objects and drawing geometric figures as drawing tools are such external operation skills. Operational skills have some characteristics that are obviously different from mental skills: first, they are explicit, that is, operational skills are an explicit way of activity; The second is objectivity, that is, the object of operation skill activities is physical objects or muscles; Wang is not a minimalist. As far as the structure of actions is concerned, every action of operational skills must be executed, which cannot be omitted or merged. This is an expansion project. If you draw a circle with compasses, determine the radius, determine the center of the circle, and rotate the compasses around the center of the circle with one foot, you can neither omit nor merge them, but you must expand them in detail to complete the task of the circle.
2. Mathematical psychological skills. Mathematical psychological skills refer to the way of psychological activities to successfully complete mathematical tasks. It is a cognitive activity with the help of internal speech, including psychological components such as perception, memory, thinking and imagination, and thinking is its main activity component. For example, primary school students' skills in oral calculation, pen calculation, solving equations and solving application problems are more mathematical mental arithmetic skills. Mathematical mental skills are also formed through acquired learning and training, which is different from human instinct. In addition, mathematical psychological skills are a legal way of psychological activities. "The so-called legal way of activity means that the elements of action and their order should reflect the requirements of the objective law of the activity itself, not arbitrary." These characteristics reflect the commonness of mathematical psychological skills and mathematical operation skills. As a cognitive activity with thinking as the main activity component, mathematical psychological skills also have personality characteristics different from mathematical operation skills, which are mainly reflected in the following three aspects.
First, the concept of the object of litigation. The direct object of mathematical psychological skills is not the physical object itself, but the subjective image of this object in people's minds. For example, the direct object of mental activity of abdication subtraction oral calculation within 20 years is the concept of "addition and subtraction" or other calculation methods, rather than some materialized object.
Second, the implementation process of the action is hidden. The action of mathematical psychological skills is completed by internal words, and the execution of the action is carried out inside the mind. The change of the subject is very implicit, and it is difficult to observe it directly from the outside. For example, what we can directly know is the calculation result reflected by the students' external language, while the students' internal psychological activities are invisible during the calculation.
Third, the action structure is simple. The action of mathematical mental arithmetic skills does not have to be done exactly like arithmetic activities, nor does it have to be said exactly like a foreigner. Its activity process is a highly compressed and simplified automation process. Therefore, the action components in mathematical psychological skills can be merged, omitted and simplified. For example, when students master the oral arithmetic of carry addition within 20, they simply don't realize the actions of "looking at large numbers", "trying to make up numbers", "dividing decimals" and "making up ten", and the whole calculation process is compressed into a simple process that blurts out.
Third, the formation process of mathematical skills
1. The formation process of mathematical operation skills.
As an explicit operation activity, the formation of mathematical operation skills roughly goes through the following four basic stages.
(1) Action in the orientation stage. This is the initial stage of the formation of computing skills, mainly because learners establish a directional image of computing activities to complete a certain mathematical task in their minds. Including clear learning objectives, stimulate learning motivation, understand the relevant knowledge of mathematical skills, know the operating procedures and action essentials of skills, and the final result of activities. To sum up, this stage is mainly about understanding what to do and how to do it. For example, drawing an angle, this stage is mainly to understand how many degrees an angle needs to be drawn (that is, to know what to do) and the steps of drawing an angle (that is, how to do it), so as to make a specific orientation for the operation of drawing an angle. The function of action orientation is to initially establish a self-regulation mechanism operating in the mind; Through the understanding of "what to do" and "how to do it", the procedures and steps of implementing mathematical activities are clearly defined, so as to ensure that the activity mode of its actions can be better grasped in operation.
(2) the decomposition stage of the action. This is the initial stage when operational skills enter practical learning. The method is to decompose the whole set of actions of a certain mathematical skill into several individual actions, and the students imitate the exercises in turn under the teacher's demonstration, so as to master the activity mode of local actions. If the compass is used to draw a circle according to a given radius, the whole operation process can be decomposed into three local actions at this stage: ① open the two feet of the compass and set the distance between the two feet according to the given radius; (2) Fix a foot on a point with a needle tip and determine the center of the circle; ③ Rotate your feet around the center of the circle with the tip of a pencil and draw a circle. By practicing these three continuous local movements in turn, you can master the essentials of drawing a circle. At this stage, students learn mainly by imitation, on the one hand, according to the teacher's demonstration imitation; On the other hand, it can also be imitated according to the text description of relevant operation rules, such as imitating the expression of each action activity mode according to geometric drawing rules. Imitation is not necessarily passive and mechanical. "Imitating energy is intentional or unintentional; It can be regenerative or creative. " ② Imitation is an indispensable condition for the formation of mathematical operation skills.
(3) the integration stage of action. At this stage, all the local actions mastered in front are connected in a certain order to form a coherent and coordinated operation program, which is fixed. If you draw a circle, you can integrate the three steps in this stage to form a complete operating system. At this time, because the local action is still in the connection stage, it is difficult to maintain the stability and accuracy of the action, and some links in the action system may even pause when connecting. But generally speaking, the mutual interference between actions at this stage has been gradually eliminated, and the redundant actions in the operation process have also been significantly reduced, forming a complete and orderly action system.
(4) the skilled stage of action. This is the final stage of the formation of combat skills. At this stage, the mathematical activity pattern formed through practice can adapt to various changes, and its operation shows the characteristics of high perfection. The phenomenon of mutual interference and disharmony between movements is completely eliminated, the movements are highly correct and stable, and the whole set of movements can be successfully completed under any circumstances. If you draw a circle at this time, you can successfully complete the whole set of actions without will control, which can completely guarantee its correctness. The above analysis shows that the formation of mathematical operation skills should go through the development process of "orientation → decomposition → integration → proficiency". In this process, each development stage has its own task: the main task of the orientation stage is to master the structural system of operation and the essentials of each step of operation; The main task of decomposition stage is to decompose the operation series of activities and imitate exercises one by one; The main task of the integration stage is to establish the connection between actions and make them coordinated and unified; The task of proficiency stage is to make the whole operation process highly perfect and automated.
2. The formation process of mathematical psychological skills.
On the research of the formation process of mathematical psychological skills, people generally adopt the research results of Gary Peiling, a psychologist in the former Soviet Union. Gary Peilin believes that psychological activity is a transformation process from external material activity to internal psychological activity, that is, an internalization process. Accordingly, here we summarize the formation process of primary school students' mathematical psychological skills into the following four stages.
The cognitive stage of (1) activity. This is the cognitive preparation stage of mathematical psychological activities, which is mainly to let students understand and remember the knowledge related to activities and tasks, clarify the process and results of activities, and form the representation of activities themselves and their results in their minds. For example, to learn the skills of division calculation in which divisor is decimal, this step is to let students recall and memorize the knowledge of the invariance of divisor quotient and the law of fractional division in which divisor is integer, and on this basis, make clear the calculation program and the specific methods of each step, so as to form in their minds that divisor is the representation of the calculation process of fractional division. In fact, the cognitive stage is also an orientation stage of psychological activities. Through this stage, learners can initially establish a self-regulation mechanism of mathematical psychological activities, providing internal control conditions for the smooth progress of cognitive activities in the future. The main task of this stage is to determine the activity program of mental skills in your mind and make the action structure of this program clearly reflected in your mind.
(2) Demonstration and imitation stage. This is the beginning of the concrete implementation process of mathematical psychological activity mode. At this stage, students put the activity program plan that has been initially established in their minds into practice with an explicit operation mode. However, this kind of implementation is usually carried out under the guidance and demonstration of teachers, and the teacher's demonstration is usually carried out through the combination of language guidance and operation tips, that is, some steps in the activity process are presented at the same time of language guidance. For example, when the calculation multiplier is the multiplication of two digits, on the one hand, the operation steps are guided according to the operation rules; On the other hand, while expressing the operation rules, it focuses on demonstrating the counterpoint of the partial product obtained by multiplying the multiplier by the tenth digit, so that students can successfully master the activity mode of multiplying two digits by multiple digits with the help and guidance of teachers. At this stage, the implementation level of student activities is still relatively low, usually staying at the level of material activities and materialized activities. "The so-called material activity means that the object of action is the actual thing, and the so-called materialized activity means that the activity is carried out not by the actual thing itself, but by its substitutes such as simulation teaching AIDS, learning tools, and even pictures, charts, words, etc." (3) If solving a compound application problem, in this step, students usually use a line chart to analyze the intellectual activities of the quantitative relationship in the problem.
(3) conscious speech stage. At this stage, intellectual activities leave the material and materialized objects of activities and gradually turn to the inside of the mind. Students carry out intellectual activities through their own oral guidance, which is usually manifested in mumbling while operating. For example, the written calculation of two digits plus two digits, in this step, students often read while calculating: the same digit counterpoint, starting from single digits, from ten digits to ten digits into 1. Obviously, the calculation process at this time is accompanied by the repetition of the algorithm operation rules. At this stage, students' vocal external speech activities will gradually transition to silent external speech activities, such as two-digit plus two-digit written calculation. In the later stage of this stage, students often calculate through the operation steps stipulated by the meditation law. The emergence of this activity level marks the beginning of the transformation of students' activities into intellectual activities.
(4) Unconscious internal speech stage. This is the last stage of the formation of mathematical psychological skills. At this stage, the process of students' intellectual activities has been highly compressed and simplified, and the whole process of activities has reached a completely automatic level. Their operating procedures can be successfully completed without paying attention to the operating rules of the activities. If we use a simple method to calculate 45+99× 99+54, at this stage, students can directly combine the addends of 45 and 54, without recalling additive commutative law's operation laws such as associative law and multiplicative distribution law, and then use the multiplicative distribution law to calculate, that is, the original formula = (45+54)+99× 99 = 99× (/kloc-). At this stage, students' activities are completely based on their own inner words, and they always think in a very simplified form. The middle process of activities is often so simple that they don't even notice it themselves. The whole activity process is basically an automated process.
Fourth, the learning methods of mathematical skills.
1. Learning methods of mathematical operation skills. The basic methods of learning mathematical operation skills are imitation exercises and program exercises. The former refers to a learning method in which students imitate exercises according to the teacher's demonstration actions or the schematic diagram in the teaching material, so as to master the basic essentials of operation and form the action representation of the operation process in their minds. Techniques such as measuring angles with tools, measuring the length of objects, drawing geometric figures, and deriving formulas for calculating the area and volume of geometric figures can generally be mastered through imitation exercises. For example, when deducing the calculation formula of parallelogram area, you can practice and master the operation skills of transforming parallelogram into rectangle by imitating the operation process of textbook illustrations (as shown in the figure). Pupils' learning is more about imitating the teacher's demonstration actions, so the teacher's demonstration is particularly important for the formation of pupils' mathematical action skills. Teachers should make full use of the combination of demonstration and explanation, and the combination of overall demonstration and step-by-step demonstration, so that students can accurately grasp the operation essentials and form the correct action representation. The so-called program practice method is to use the principle of program teaching to decompose the mathematical action skills to be learned into several local actions according to the activity program, practice them one by one, and finally integrate these local actions into a whole to form a programmed activity process. This method can be used to learn the skills of measuring the degree of angle with a protractor, drawing vertical and parallel lines with triangles, and drawing rectangles. In this way, learning mathematical motor skills, paying attention to the key points when decomposing movements and focusing on solving those local movements that are difficult to master can effectively improve learning efficiency.
2. Learning methods of mathematical psychological skills. Students' mental skills are mainly obtained through example learning and trial learning. Case study refers to the mental activity of showing the thinking operation procedure of mathematical skills step by step according to the examples provided in the textbook, and then mastering the skills step by step according to this procedure. Almost all textbooks provide examples of four kinds of calculation: integer, decimal and fraction. When learning, you only need to calculate methodically according to the examples, and you can master the calculation method. For example, for the simple algorithm of dividing the dividend and divisor with zero at the end, the textbook arranges the following examples. When learning, you can master the simple calculation skills of dividend and division with zero at the end of divisor only by clarifying the calculation procedures and methods reflected in the examples. Trying to learn means that students mainly try to explore ways and means to solve problems in their own learning, and find out the operating procedures to solve problems in the process of constant error correction, so as to acquire mathematical skills. This is a discovery learning method based on inquiry, which can be used to master the rules and properties of inductive operation, use them to make simple calculations, solve complex application problems and find the area or volume of some complex combined graphics. This method is widely used in the research of variant problem-solving with strong inquiry, such as calculating 100 1÷ 12.5 with a simple method. Because students have mastered the invariance of division quotient, in practice, they can realize the simple calculation of multiplying divisor and dividend by 8 respectively to make divisor become 100. Although trying to study is beneficial to cultivate students' exploration spirit and problem-solving ability, it takes too much time. It is best to combine learning with example learning method, and the two learning methods complement each other, so that the learning of mathematical skills will be more rewarding.
;