The Status Quo And Practical Research Of Open Questions In Elementary School Mathematics Teaching

The biggest feature is exercises in math thinking,elementary school mathematics open questions as a new topic put forward by the new curriculum reform,an important carrier of cultivating students' divergent thinking and effective.Teaching elementary school mathematics open problems,to cultivate elementary student's logical thinking,and shape the elementary student's thinking in images are of great help.In terms of teaching and research.In the teaching research,when teachers are on the front line of teaching,they do not pay enough attention to the open problem teaching compared with the closed problem.The research idea of this paper is: first,collecting and combing open problems teaching of literature,then investigate and analyze the present situation of the elementary school mathematics open-ended problem teaching,draw on elementary school mathematics open problems teaching is feasible and necessary,in access to relevant data and expert interviews,and a line teacher summed up the corresponding teaching strategies,and during the internship to carry out the experiments to verify strategy,the feasibility of the to provide the reference for teachers' teaching work.This research mainly includes the following aspects:Mathematical open-ended question,and carries on the research achievements of predecessors' serious analysis and thinking,and organization of open questions related literature,including classification on the teaching of mathematical open problems mode using the strategy of related research.Based on this,the author's own research content,define the mathematical open mathematics open problems teaching core concepts.Secondly,after analyzing the distribution of open questions in primary school mathematics textbooks,the author conducted interviews with the teachers to understand the teachers' cognition of open math problems and open math problems.To test the teaching strategy of open questions in mathematics is effective or not,the author conducted a small experimental study on the students in grade 5,and compared the results of the comparison class and the experimental class.The following results were obtained through investigation and experiment:1.After the experiment,there is a significant difference between the experimental class and the comparison class in the level of mathematical openness.2.Open question teaching can improve pupils' thinking ability.