“情境教育主张让儿童走进生活世界的源泉中去,从中汲取鲜活的知识经验,探寻知识与生活世界之间存在着的循环往复的有机联系,去感悟一个有血有肉的知识体,而不是一个个的知识点。”儿童教育家李吉林老师的这一鲜明主张提示我们,数学教学改革应注意发掘生活中的合理因素,让数学课堂充满智慧和灵性,成为学生敢于尝试、勇于创新的理想场所。建构主义刻画了儿童的数学学习在很大程度上取决于儿童已有的知识和经验,新知识的学习与理解使学习者将已有知识与 “Situational education advocates let children into the source of the world of life, from which to learn fresh knowledge and experience, to explore the knowledge and the living world there is a circular relationship between the organic and the reciprocating, to perceive a flesh-and-blood body of knowledge, rather than One by one point of knowledge. ”" This sharp advocate of the children’s education teacher Li Jilin instructs us that mathematics teaching reform should pay attention to discovering the reasonable factors in life so that the mathematics classroom is full of wisdom and spirituality as students dare to try and be creative. Ideal place. Constructivism characterizes children’s mathematics learning to a large extent depends on children’s existing knowledge and experience, learning and understanding of new knowledge so that learners will have knowledge and