数学教材是教师教的依据,也是学生学的对象。面对静态的数学教材,教师需要深入其中把握实质,帮助学生学好数学。教师对数学教材的解读深度、准确度,制约着教学的有效性,决定着学生学习的成败。下面以人教版《数学》四年级上册《烙饼问题》为例,谈谈研读数学教材的四个纬度。一、研读数学教材的纵向联系数学教材中的每一节内容都不是单独存在的,它与前面的内容及后续的知识总是要有着千丝万缕的联系,即纵向联系。因此,笔者认为研读数学教 Mathematics teaching materials are the basis for teachers to teach, but also students of the object. In the face of static mathematics textbooks, teachers need to grasp the essence of which to help students learn math. Teachers’ interpretation of mathematics textbooks depth, accuracy, restricting the effectiveness of teaching determines the success or failure of student learning. The following PEP “Mathematics” fourth grade on the “pancake problem” as an example, to talk about reading the four textbooks of latitude. First, the longitudinal study of mathematics textbook Teaching materials in each section are not alone, it is with the previous content and follow-up knowledge is always inextricably linked, that is, the vertical link. Therefore, I think studying mathematics teaching