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数学思维是针对数学活动而言的,通过对数学问题的提出、分析、解决、应用和推广的一系列工作,以获得对数学对象(空间形式、数量关系、结构模式)的本质和规律的认识过程.这个过程是人脑的意识对数学对象信息的接受、分析、选择、加工与整合[1].在解决问题的过程中,如果学生没有扎实的基础,良好的学习习惯,优秀的思维品质,过硬的心理素质等都会在解题中造成思维的中断或错位,也就是平时所说的思维障碍.研究学生思维障碍的形成原因对数学教学的现实性与实效性具有举足轻重
Mathematical thinking is concerned with the activities of mathematics. Through the series of work on the formulation, analysis, solution, application and promotion of mathematical problems, the understanding of the nature and laws of mathematical objects (spatial form, quantity relations, structural models) is obtained. Process. This process is the acceptance, analysis, selection, processing, and integration of the human brain’s awareness of mathematical object information. [1]. In the process of solving problems, if students do not have a solid foundation, good study habits, and excellent thinking quality. Strong psychological qualities will cause interruption or dislocation of the thinking in the problem solving, which is usually referred to as the thinking obstacle. Researching the causes of students’ thinking barriers has a significant influence on the practicality and effectiveness of mathematics teaching.