Research On Permeating The Abstract Ideas In The Elementary Mathematics Teaching

What’s the nature of mathematics? Since the Plato, Aristotle in ancient Greece, the dispute about whether the nature of mathematics is "name" or "solid" has begun, and it continues now. From the debate, we found that the research object of mathematics comes from not only life, but also from mathematics itself. This determines the particularity of mathematics research object:abstraction from reality of the material world and abstraction of the physical world. Therefore, abstraction is the essence of mathematics. But mathematics teaching is not the same as mathematics, mathematics teaching is to learn mathematics abstract visualization, this is the essence of mathematics education. But to visualize mathematics abstraction, we need to learn mathematicians’ mathematical thinking. Mathematics basic idea is the soul of understanding mathematical objects, and abstract thinking is the core of mathematics basic thoughts. So profound understanding to the abstract thoughts not only helps to understand mathematics abstraction, also helps in mathematics teaching, mathematics abstract visualization, gaining a greater understanding of the abstraction of mathematics. On the basis of previous studies, this study analyzed the results, and combined with some teachers’ teaching experience, for the first time systematically expounds the connotation of mathematics abstract thinking, put forward the elementary school mathematics abstract thought refers to not only derived from the abstract thought derived some concrete mathematical thinking method, also contains the understanding of abstract mathematical object, and in the process of learning mathematics abstract contents, abstract ideas, promote the development of students’ mathematical abstract thinking ability, and explore the elementary school mathematics curriculum content abstract development and how to abstract ideas in the teaching, to form the abstract thought is more comprehensive and systematic understanding of mathematics. This thesis mainly is divided into five parts: The first part introduces the cause of the research in this thesis, the significance and the basic research ideas and methods; The second part, from the abstract and generalization, abstract thinking and abstract thinking, abstract ideas these three aspects to explore the significance of the understanding of abstract thought; The third part, emphatically analyzed the connotation of the elementary school mathematics abstract thinking, the abstract development analysis of the elementary school mathematics teaching material content and basic method of mathematics abstract thinking (classification thought, symbolic thought, variable with the same thoughts); The fourth part, mainly on the basis of characteristics of mathematical thinking of the primary school students, discusses how to abstract ideas in the elementary school mathematics teaching, and provide the classic fragments of teaching design, to provide reference for the teaching practice; The fifth part is a summary of this thesis and on the basis of this, putting forward the problems and the innovation of this study. The fifth part is a summary of this thesis and on the basis of this, putting forward the problems and the innovation of this study. The fifth part is a summary of this thesis and on the basis of this, putting forward the problems and the innovation of this study.