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估算是个体未经过精确计算而借助原有知识对问题提出粗略答案的一种估计形式。估算于十九世纪中期开始研究,并迅速受到许多国家数学专家重视,不少发达国家将估算纳入到数学学习内容之中。2000年我国开始实施的新课程改革,也将估算作为小学数学学习内容之一,在各年级段明确提出相应的要求。但新课程实施近十年以来,普遍反映估算教学难教,绝大多数教师不清楚什么情况下用估算解决问题比较好,估算在解决问题时有什么优越性?在这种教学状况下,大部分学生根据教师要求被动地选择估算解
Estimation is an estimate of an individual’s rough answer to a question using its prior knowledge without exact calculation. Estimates began in the mid-nineteenth century and were quickly taken seriously by many national mathematics experts, many developed countries included in the estimation of mathematics learning content. In 2000, the new curriculum reform started to be implemented in our country also included the estimation as one of the contents of primary school mathematics learning, and clearly put forward corresponding requirements at all levels. However, since the implementation of the new curriculum in the past ten years, the teaching of estimation teaching has generally been difficult to reflect. Most teachers are not sure about the circumstances under which estimation is used to solve the problem. What is the superiority in estimating the problem? In this teaching situation, Some students passively choose to estimate the solution according to the teacher’s requirements