数学教育家弗赖登塔尔指出:“将数学作为一种活动来进行解释,建立在这一基础上的教学活动,称为再创造法”.再创造的数学教学过程是学生在教师的指导下通过自己的思维活动,学习和借鉴数学家或作者的思维活动结果.不断自我增进数学素养的过程,从问题的提出直到问题的解决都是依靠合情推理与演绎推理的相互作用完成的. Mathematical educator Freudenthal pointed out: “Mathematics as an activity to explain the teaching activities based on this foundation, known as re-creation law.” The re-creation of the mathematical teaching process is the students in the teacher Under the guidance of their thinking activities, learning and drawing lessons from mathematicians or authors of thinking activities results.Continuous self-improvement of mathematical quality of the process, from the proposed problem until the solution of the problem are relying on co-rationally reasoning and deductive reasoning to complete the interaction of.