因小学生的年龄特征、认知特点、思维方式及学习习惯,决定了小学数学知识在呈现时必须在考虑知识的科学性的同时,更多地要考虑儿童的认知实际。这就让很多的教师在呈现数学知识时就显得不够严谨,甚至出现误导。克服错误的关键仍然在于教师本身,作为教师要想给人一碗水,自己必须要有一桶水,甚至更多。也就是教师对于教材中的数学知识要有能从科学的系统知识中认识它、理解它、正确地把握它的意义的能力;在教学设计时,要有科学合理设计每一个教学 Because of their age characteristics, cognitive features, ways of thinking and learning habits, primary school students’ mathematical knowledge must be considered in consideration of the scientific nature of knowledge while considering the cognitive reality of children. This makes a lot of teachers in the presentation of mathematical knowledge, it appears less rigorous, or even misleading. The key to overcoming the mistakes is still the teachers themselves. As teachers, if they want to give a bowl of water, they must have a bucket of water or even more. That is, teachers should have the ability to recognize it from the scientific system knowledge, understand it and correctly grasp its meaning in the teaching of mathematics. In the teaching design, we should design each teaching scientifically and reasonably