《义务教育数学课程标准》指出,学生在义务教育阶段的学习,要求教师组织学生对数学现象开展观察、实验、猜想、验证、推理与交流等数学活动,引导学生进行猜想、归纳,从而发现规律,主动获取新知,在学生掌握数学相关知识的同时,使得思维能力、情感态度与价值观等多方面得到进步与发展,培养合情推理能力和初步的演绎推理能力。这便要求教师在数学教学过程中,要注重提高学生以数学的观点去思考问题和解决问题的能力,也就是人们通常所指的数学思维能力。“猜想”在数学教学中有利于提高学生掌握知识和技能的深刻性,培养学生思考和解决问题的灵活性、批判性和独创性。这些都是数学思维能力所包含的内容,所以,研究者认为,“猜想”对培养学生数学思维能力有着至关重要的作用。 The standard of compulsory education mathematics curriculum points out that students’ study in compulsory education requires teachers to organize students to carry out mathematical activities such as observation, experiment, conjecture, verification, reasoning and exchange on mathematics phenomena so as to guide students to guess and summarize and find out the law Take the initiative to acquire new knowledge. While students master mathematical knowledge, they make progress and development in many aspects such as thinking ability, emotional attitudes and values, and cultivate the ability of advancing reasoning and the initial deductive reasoning. This will require teachers in mathematics teaching process, we should focus on improving students’ ability to think and solve problems from the perspective of mathematics, which is commonly referred to as mathematical thinking ability. “Conjecture ” in mathematics teaching is conducive to improving the students mastery of the profound knowledge and skills, training students to think and solve the problem of flexibility, criticism and originality. These are the contents of the mathematical thinking ability, so the researchers believe that the “guess” is crucial for students’ mathematical thinking ability.