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数学思维是人们对数学对象的本质、相互关系及其内在规律的概括与间接反映。数学思维作为结果是指数学知识本身,作为过程指的是获取数学知识和解决数学问题时的思维过程。数学思维有三个特点其一,连贯性,是指在教学中老师提出某一课题后,学生针对这一课题所进行一系列思考的承前启后的特征。其二,顺序性,是指学生的思维过程必须遵循一定的程序进行。其三,发展性,它体现了学生思维顺着课题的难度逐渐增加而积极向前的发展趋势。在教学中不注意学生这种思维活动的特性,我们的教学过程是无法收到良好的效果的。
Mathematical thinking is the summary and indirect reflection of people’s nature, interrelation and inherent law of mathematical objects. Mathematical thinking as a result refers to the mathematical knowledge itself, as a process refers to the process of thinking when acquiring mathematical knowledge and solving mathematical problems. There are three characteristics of mathematical thinking. First, coherence refers to the characteristics of a series of thinking that students carry out on this subject after the teacher puts forward a certain topic in teaching. Second, the order, refers to the student’s thinking process must follow a certain procedure. Third, it is developmental, which shows that the students’ thinking goes forward along with the gradual increase of the difficulty of the subject. In teaching do not pay attention to the characteristics of students such thinking activities, our teaching process is unable to receive good results.