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在教学“生活中的负数”时,学生提出若干问题,大多数都在我的预设之中,只是语言表达方式的不同。而“正负号的样子为什么长得像加减符号而不像乘除符号”的问题,却完全在我的意料之外。一个开放的问题摆在了我的面前:在我看来,这个符号的确定应该是数学界的规定,就像一个初生婴儿取名一样。如果学生无法解决这个问题,到时我就会给出这样一个答案。然而,经过个体独立思考和小组的交流探讨,一个学生却这样解释:“从0度往上升5度,你说
In teaching ”Negatives in Life “, students ask a number of questions, most of which are within my preconditions, only the differences in language. And the question of why the sign looks like addition and subtraction without the sign of multiplication and division is entirely beyond my expectation. An open question is before me: in my opinion, this symbol should be defined by the mathematical community, just as a newborn baby is named. If the student can not solve the problem, I will give such an answer. However, after an individual’s independent thinking and discussion with a group, one student explains it: ”From 0 degrees up 5 degrees, you say