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传统的数学教学过度关注问题解决的结果,课堂上提供给学生的大多是“封闭型”的问题,即条件完整无缺且没有多余信息,解题模式固定,结果唯一。这样的课堂学习,学生墨守教材或教师的言说,生怕解题过程不符合教师要求而丢了分,因此不敢个性化地解决问题。课堂上学生常常没有思考、不打折扣地吸纳教师或其他同学的观点,久而久之就形成了思维的惰性。《义务教育数学课程标准(2011)》指出:
The traditional mathematics teaching pays too much attention to the result of the problem solving. Most of the questions provided to the students in the classroom are the questions of “closed type”, that is, the conditions are intact and there is no redundant information, the problem solving mode is fixed and the result is unique. Such classroom learning, students stick to textbooks or teachers’ words, for fear that the problem-solving process does not meet the requirements of teachers and lost points, so afraid to personally solve the problem. Students often do not think in class, without any compromise to absorb the views of teachers or other students, over time the formation of the inertia of thinking. Compulsory Education Mathematics Curriculum Standard (2011) states: