小学数学课堂教学不是一个被动的传递与执行课程的过程,而是一个动态的、不断生成资源、变化发展的过程。小学生的知识背景、思维方式、情感体验等和成人不同,学生在认知学习活动中随时可能发生错误。这种学习错误是一种来源于学习活动本身,直接反映学生学习情况的生成性教学资源。但在实际教学中,老师们通常看到更多的是错误的消极方面,总 Primary mathematics classroom teaching is not a passive process of passing and implementing the curriculum, but a dynamic, constantly generating resources, change and development process. Pupils’ knowledge background, way of thinking, emotional experience and so on are different from those of adults. Students may make mistakes at any moment in cognitive learning activities. This kind of learning mistake is a kind of generative teaching resource that comes directly from the learning activities and directly reflects the learning of students. However, in actual teaching, teachers often see more negative aspects of error than always