数学思想是人们对数学内容的本质认识,是对数学知识和数学方法的进一步抽象和概括,属于对数学规律的理性认识的范畴;而数学方法则是解决数学问题的手段,具有“行为规则”的意义和一定的可操作性。同一个数学成果,当用它去解决别的问题时,就称之为方法;当论及它在数学体系中的价值和意义时,则称之为思想。本次我以五年级《平行四边形的面积》一课为例,在老师充分发挥主导作用下,引导学生参与探究活动中,注重渗透数 Mathematical thinking is the essence of people’s understanding of the nature of mathematics, is a further abstraction and generalization of mathematical knowledge and mathematical methods, belonging to the category of rational understanding of mathematical laws; and mathematical methods are the means to solve mathematical problems, with “rules of conduct ”Meaning and certain maneuverability. The same mathematical result, when used to solve other problems, is called a method; it is called thought when it comes to the value and meaning of mathematics. This time, I take the fifth grade “Parallelogram Area” as an example. When the teacher gives full play to the leading role and guides the students to participate in the inquiry activities, I pay attention to the number of infiltration