Accumulating mathematical power

1. Research on how to improve the ability of mathematics calculation in primary school. But in the course of this year, I deeply realized that if a child's computing ability is not strong, it will have a great impact on the child's overall math performance. So in the usual teaching, we should pay attention to the cultivation of students' computing ability. But how to cultivate students' computing ability? I would like to express my opinion:
first, master the "addition and subtraction method within 10" and "addition and subtraction method within 20". As a key starting stage, elementary learning of addition, subtraction, multiplication and division will have a profound impact on students' further learning. Teaching practice tells us that any complex problem is composed of a simple problem. Whether it's two digit multiplication and division, or two digit multiplication and division, or three digit, or other more complex calculation problems, their basis is "addition and subtraction within 10", "addition and subtraction within 20" and "99 multiplication formula". If these basic knowledge is not up to the standard and can't reach the level of blurting out without thinking, it will affect the later complex operation and reasoning. If you don't have a good command of "addition and subtraction within 10", "addition and subtraction within 20" and "nine nine multiplication formula", you will not be able to calculate quickly and accurately in the middle and senior grades< Second, strengthen the training of oral arithmetic ability Primary school mathematics syllabus pointed out: "to cultivate students' computational ability, we should pay attention to the basic training of oral arithmetic. Oral arithmetic is not only the basis of written arithmetic, estimation and simple calculation, but also an important part of computational ability."
only when the ability of oral calculation is strong, can the speed of written calculation be accelerated and the accuracy of calculation be improved. The teaching content of lower grades is relatively less. The teacher can time the children in class and let them do it. At this time, the students' attention is very focused, and it will also effectively improve the students' computing speed. It can also take the form of competition to read and calculate, which can often mobilize the enthusiasm of students, but this requires the teacher to have a clear idea of each child's level. Oral arithmetic is not only to time, more important is to give children to see right and wrong, for those who can test within the specified time to give a certain reward in time, cause students to pay attention to oral arithmetic, so as to improve the ability of oral arithmetic< Third, we should pay attention to the accumulation of wrong questions.
students' learning is a process of repeated understanding and practice, and mistakes are always inevitable. Especially for the younger students, the knowledge they just learned is easy to forget. Therefore, teachers should timely understand the problems existing in students' calculation, deeply analyze the causes of their calculation errors, and carry out targeted teaching. Teachers should focus on the analysis of the reasons for the wrong questions according to the person and the topic. Most students have done the wrong questions, so teachers should focus on explaining and analyzing the reasons for the mistakes; For students with poor foundation and often making mistakes, teachers should spend more time in tutoring after class. Students should reflect on the mistakes in their oral arithmetic. Each student should prepare a book, record the mistakes in the daily homework in the book, and write down the mistakes and correction methods. In addition, it is necessary to take the students' frequently wrong questions and similar questions as the students' classroom test, and feedback again to understand the students' learning effect after correcting the mistakes. The practice of correcting wrong questions requires students to judge right and wrong, find out the mistakes, analyze the causes of mistakes, and correct them. The class adopts the form of a little doctor to find the cause of disease competition, so that students can acquire knowledge in the competition“ "Correcting mistakes" can not only satisfy students to distinguish the causes of mistakes and correct them, but also achieve the effect of prevention< Fourth, help students understand the principles of calculation and reveal the rules.
in the teaching of calculation, let students understand the principles of calculation and know not only what they are, but also why they are. In this way, the teaching of calculation will become lively and colorful. Low grade students' intuitive thinking is dominant, and they graally transition to abstract thinking. Psychologists believe that thinking starts from action. To enable students to master mathematical knowledge and promote the development of thinking, it is necessary to build a bridge between image thinking and mathematical abstraction, and give full play to the role of learning tools. In the teaching of 9 plus a few, students can ask for a stick to study together. In the students' independent operation, we can optimize the ten methods, which will lay the foundation for further study of carry plus and abdication minus. We can also make use of students' existing knowledge and experience to understand new knowledge, construct the main way of teaching knowledge structure, properly use old knowledge in teaching, assimilate new knowledge through analogy, and realize the positive transfer of knowledge, which is concive to students' understanding of new knowledge and recognition of new knowledge structure. For example, if you want to add, calculate and subtract, students will continue to learn through the connection between knowledge. Let students understand thoroughly, they can use the method of calculation correctly and skillfully< Fifth, cultivate the junior students to develop good calculation habits
good calculation habits directly affect the formation and improvement of students' calculation ability. Many students can understand and master the algorithm, but they often make mistakes, mainly e to the lack of strict training and good learning habits
to improve students' computing ability, we must pay attention to the cultivation of good computing habits. Make students form the habit of proofreading carefully. The students are required to proofread the copied topics carefully, ranging from numbers and symbols, so as to make sure they are good. Make students form the habit of examining questions. Students are required to see each data and operation symbol clearly, determine the operation order, and choose a reasonable operation method. Make students form the habit of careful calculation and standard writing. Students are required to write neatly and the writing format should be standardized. At the same time, those who can do it by mouth should do it by mouth, while those who can't should do it by hand. In column vertical calculation, the number of digits should be aligned, and there should be an appropriate interval between the numbers. Make students form the habit of estimating and checking consciously. Teachers should teach students the methods of checking and estimating, and make strict demands on checking as an important part of the calculation process. It is advocated to use estimating to check the correctness of the answers
computing teaching is a long-term and complex teaching process, and it is not a matter of one day to improve students' computing ability. As the saying goes, if you want to develop a good skill, you must keep your fists together and keep your tongue in tune. So is the cultivation of oral arithmetic ability. It is a cumulative process, only the joint efforts of teachers and students can be effective.

2. Generally, you can't be hungry or rich, but the iron rice bowl is still very good

3. I hope the following answers can help you:
1. Strengthen the teaching of basic knowledge and basic skills, and improve the accuracy of calculation.
the basic knowledge in mathematics is the basis of calculation, which has guiding significance for calculation. The basic knowledge is confused, fuzzy, and the basic knowledge is not solid. In the past, it is the root cause of calculation errors, Therefore, to strengthen and implement the double base teaching is a very practical problem to improve the operation ability, which requires students to do:
(1) memorize some important data formulas and rules, because accuracy is the basic requirement of operation, and correct memory formulas and rules are the premise of accurate operation. Among the mathematical concepts, formulas, rules and properties, some are the basis of operation, explaining the reasons for "why it can be done like this", and some are the methods and steps of operation. It gives the proceres of how to do, that is, algorithms. Students learn the relevant concepts, properties and formulas, and memorize, rules and steps on the basis of understanding, Then, through a series of operation activities (i.e. practice), some kind of operation skills are graally formed
(2) correctly understand the concepts and definitions, and master the derivation of formulas. Only by understanding the derivation of some concepts and formulas, can we achieve the positive, reverse and flexible use of formulas, so as to improve the computing ability. The reason of incorrect operation in mathematics learning is often the result of fuzzy concept, formula, rule forgetting, confusion or rigid application
2. Strengthen the reasoning training of scientific system to improve the rapidity of operation
the poor operation ability is often caused by the weak thinking ability. In teaching, we should strengthen the reasoning training on the basis of students' mastering the basic knowledge. In normal practice, we should make sure that there is a basis step by step, there are sufficient reasons, and pay attention to the sequence of operation. Generally, we should pay attention to the following aspects:
1) training must be orderly. Practice must be planned and carried out step by step. In mathematics teaching, practice can be divided into three stages: first, imitation practice stage. This is an exercise carried out under the example demonstration of the teacher after learning the new knowledge. The difficulty of the selected exercises is not high and the change is not big. Students are required to operate according to the steps and rules of the examples to ensure the correctness of the operation. At this time, it is not appropriate to put forward the speed requirements; Second, the mastery stage. This is a study organized on the basis of students' preliminary mastery of knowledge and skills. The difficulty of the exercises is appropriately increased, and the forms of the exercises are changed. Students are not only required to operate correctly, but also required to summarize and summarize the process, basis and methods of operation after obtaining the correct answers, so as to promote the operation mode to the theoretical level; Third, comprehensive application stage. At this time, we can choose some difficult comprehensive questions to train students' ability to determine the direction of operation and flexibly use the rules
(2) carry out variant exercises. In order to make students skillful, we must organize variant exercises. The so-called variant practice is the change of concepts and rules under the condition that other effective learning conditions remain unchanged. For mathematical operations, it is to change the non essential characteristics of the problem and keep its structural components unchanged. The concrete ways include the change of expression of mathematical sentences, the exchange of conditions and conclusions, the change of problems and backgrounds, etc
(3) understand the effect of practice in time and correct the mistakes in practice in time. In ability practice, it is an effective way to let students know the effect of practice in time. Psychological research shows that if the following feedback information is provided to the students who are carrying out the ability training: ① know the score of each exercise; ② encourage and urge them continuously in the process of practice; ③ analyze the mistakes in practice, then the practice effect will be significantly improved. This is because, on the one hand, students know the problem according to the feedback information, so as to adjust the learning activities and make the practice more effective; On the other hand, it also increases learning motivation to strive for better results or avoid making similar mistakes again
3. The training of thinking flexibility in the process of operation
because mathematical operation is an intelligent operation with clear direction and in line with certain rules, after a certain amount of practice, this kind of operation experience will form a fixed reaction mode and play a tendentious role in the selection of operation direction in subsequent learning, This is the "set" phenomenon in learning. When the formed inertial thinking is consistent with the way to solve new problems, it can quickly respond and get the correct answer. The phenomenon of "shrinking" and "skipping" appears in the process of calculation. This is the positive role of the fixed trend, and also the sign of students mastering knowledge and skills. For example, through the study of "quadratic equation of one variable", students have mastered the skills of using formula method and factorization method to solve quadratic equation of one variable. In the later study of quadratic function, when they encounter the operations related to quadratic equation of one variable, they will quickly make the correct response. When the conventional way of thinking is not completely consistent with or contrary to the solution of new problems, it can not be solved in a simple and flexible way, and the operation process is tedious and tedious, which leads to the wrong solution of the problem. This is the negative effect of stereotype. In practical teaching, we should overcome and prevent the negative effect of "stereotype" and cultivate the flexibility of students' calculation
4. Pay attention to cultivate students' ability of operation rationality
reasonable calculation is to make full use of operation law, proct invariance and quotient invariance, change the data and order of operation, and make the operation as simple, fast and correct as possible. The cultivation of students' simple operation ability is not only the improvement of operation ability, because in the process of cultivation, it must involve the cultivation of observation ability, inctive ability and other abilities, so the cultivation of simple operation ability is actually the cultivation of comprehensive ability. At the same time, it is necessary to cultivate students' overall view of mathematical operation. Before calculation, students should have an overall view of the overall situation. They should grasp the steps of operation, what should be calculated first and then, what are the characteristics of the numbers in the title, and what contains information, etc.

4. 1、 Typical problems
typical problems are basic problems, and the basic problems in textbooks and reference books all belong to this category. When doing this kind of questions, we should have such an attitude: making questions is to test the mastery of knowledge points. In the process of making questions, we can't just do them for the sake of making questions. We should think actively and actively, so that we can understand and master knowledge more deeply, and the knowledge we have learned can become our own knowledge, so that we can have independent problem-solving ability
for example, the computation of linear algebra is relatively large, but the possibility of pure computation is relatively small. Generally, there is computation in proof and computation in abstraction. This requires candidates to pay attention to the strict logic of the proof questions, and master the basic use methods of some knowledge points in proving some conclusions. Although the examination of linear algebra can be very flexible, the use methods of these basic knowledge points are relatively fixed, as long as they are familiar with various splicing methods< Second, simulation problems are generally higher than real problems in terms of difficulty. For this kind of problems, it is used to expand the field of exercises, so don't worry too much about whether you do well. Even if you don't do well, you don't need to be too discouraged. If you can do it all, you should go directly to the test instead of the test
in addition, it is suggested that candidates should prepare two notebooks when reviewing. One is to sort out the knowledge points, formulas and theorems they don't understand in the review; the other is the wrong questions book, which can accumulate the wrong questions they encounter in the review. In the early stage of review, we can't see the important role of these two books, but the more we review, we will find the importance of these two books. These two books are the most suitable materials for us to review
finally, at this stage, I hope you can form a serious habit of doing problems. Many students will fail to get points even though they know how to do problems, mostly because they don't solve problems seriously. So at the beginning of the review, train yourself to use the draft paper reasonably, try to write more regular and serious, so as to rece the error rate. You should know that the big questions on the test paper are still better, there are still steps, and there is no point for the small questions
3. The resources of real questions over the years are limited. If you just do the questions, even if you do them three or five times, you can finish them at once. Therefore, when you do the real questions, you must devote yourself to doing them. Take the real questions of each year as examination questions, grasp the time, and control the time for each real question within two and a half hours, After finishing, according to the grading standard given by the examiners of postgraate entrance examination, score their own papers, record and analyze the mistakes in the papers, find out the places that do not conform to the answers given by the examiners, graally improve their own ideas, and graally move closer to the ideas of the examiners. In addition, in addition to doing real questions, you should also learn to summarize the real questions over the years, and list the test points in the real questions over the years into a table, which can help you predict the test points
in the end, I have to mention the spirit of making questions. Most of the examinees think that if they want to learn mathematics well, they can get high marks as long as they do more questions. In fact, it's not the case. It's very unlikely to get a high score by using sea fighting. Many students who got into famous universities with high marks mentioned it several times when they introced the learning methods of mathematics. However, it should be noted that they pay more attention to doing this set of questions over and over again, not simply repeating, but summing up experience and methods in doing the questions. Therefore, we need to strengthen the training of a certain number of problems, slowly improve their problem-solving speed and proficiency, and strengthen the in-depth understanding of knowledge points. Even if we only improve the computing ability, we also need to "gnaw" and "drill".

5. In fact, I think that doing more exercises can help, but simply doing more is not efficient. You should pay attention to summarize your weak links (or your error prone areas)
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or you may think that this is very impractical, so I suggest you do it, know yourself objectively, and choose a certain number of questions at one time, Big questions or small questions are OK. Do the questions according to the attitude close to the test (small questions should also roughly write down your calculation process), check them, and then ask the teacher or classmates to help you or modify the answers yourself
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at this time, because everyone is prone to make mistakes in some links, So at this time, the mistakes that appear after correction are usually the most prone to make mistakes in your usual problem-solving, and you are usually the most impressed when you think about the problems after correction and write down your own mistakes. Next time you encounter the same type of calculation or corresponding calculation, you will pay attention to them.
-- in this case, I believe you can do the right things several times, You still don't make mistakes (ha ha, you can try it out) so you don't have to spend too much energy on these links,
-- if you accumulate more, you can basically sum up all the problems you will make, which will improve the effect better
(of course, the above suggestions are all suggestions, no matter what, it's better to have time to check after you finish the questions, For example, if you want to calculate the result, you can push it by inverse operation, if you want to calculate the equation, you can see if it's reasonable, etc.)
methods are always accumulated. Listen to other opinions, and if you think it's feasible, you can try it. After all, the method is dead, and it's the only way for people to use it properly.

6. My elder sister had a similar situation in her third year of senior high school. The symptoms were a little lighter than you. I also want to write them on paper. At that time, I had a headache.
the most important thing was to overcome psychological barriers, not to give yourself bad hints, not to always think that you are easy to miscalculate, so when you are nervous ring the exam, you will really miscalculate. You can change your mind, for example, tell yourself that I can get it right as long as I am more careful
in practice, it's right not to skip steps, and you should stick to it. At that time, I slowed down the speed of calculation a little bit. If time permits, I could do it twice. Encourage yourself when you are right, and believe that you can be right. It's much better to practice slowly. Also, you can pay attention to the details. For example, when I was doing subtraction and dividing on both sides of the equation, it was easy to miscalculate. In this way, the practice was targeted
I think it's still a psychological problem. I don't need to be fast in doing the questions. I want to seek stability and accuracy. When the accuracy rate rises slowly, I will be confident. Speed is not a problem
come on, keep a good attitude~

7. First, memorize all kinds of calculation rules

as parents, we think it's very simple to do primary school students' calculation problems. However, for the children who are in primary school, all kinds of operation rules are not small challenges to them

simple addition and subtraction calculation is OK. When encountering mixed operation, the rules are relatively complex, and at this time, many children feel confused< (1) if there are no brackets, there are only addition and subtraction operations or only multiplication and division operations, which only need to be calculated from left to right 2) When there are brackets, if there are multiplication and division and addition and subtraction in brackets, we should calculate multiplication and division first and then addition and subtraction 3) If there are brackets in the formula, the one inside the brackets should be calculated first, and then the one outside the brackets
memorizing the calculation rules of various types of questions is an important guarantee for children to calculate without losing a cent. If we don't master these basic operation rules well, what can we expect high scores? Of course, these rules should not be memorized. The most important thing is to let children understand why they should do so

Second, summarize and analyze the calculation methods

it is not enough to just memorize the calculation rules of various types of questions, because the rules are only a textual overview. Students need to correctly apply these concepts to the calculation types, so as to play the role of increasing scores

many children lose points when they calculate because they usually don't summarize and analyze the question types enough. After getting a strange question type, the teacher explains the answers and steps, and then it's over. Few students make this an important mark and take it out when they review. As everyone knows, the summary and analysis of these questions are the important guarantee to deal with all kinds of calculations calmly in the future

of course, when tutoring children's homework, parents should not only care about the right and wrong answers, but also pay more attention to the reasons for their children's mistakes. If it's the first time that a child is exposed to a similar type of question, parents should be more patient when tutoring, and teach the child how to calculate and what the correct steps are< Thirdly, we should strengthen the practice of various types of questions. It's not enough to memorize concepts. Although I don't advocate sea warfare, the necessary exercises must be completed

in the process of practice, it can not only help children sort out and summarize various types of questions, but also correctly apply the concept of words to them. In fact, the vast majority of children make mistakes in calculation because they are not proficient in the types of questions or do not grasp the calculation rules and steps firmly enough, and appropriate practice can quickly solve these problems

of course, in the process of practice, the question type should not be too single. We can make one or two of all the calculation questions that children have learned, so that children can consolidate their knowledge while learning new knowledge

when many children practice separately, they can always do all the right things. However, when they come across the exam, which is a comprehensive summary, the part that children lack will be highlighted immediately

it is the key for children to summarize the reasons for their mistakes and find ways to improve in the process of practice< Fourthly, we should pay attention to quality first, and then speed. Let the child complete many questions in a short time. Once the child is flustered, the accuracy of the calculation can not be guaranteed

in the early stage, especially for the lower grade pupils, parents should not pay too much attention to the speed and ignore the quality of guidance

give children enough time to calculate each topic carefully. If necessary, use other methods to check it. For example, the vertical calculation of addition can be checked by subtraction. First of all, the quality is guaranteed, and then we slowly emphasize the speed of children's problem-solving. These all have a process. Parents should not rush for quick success and instant benefit

in fact, there is another advantage of focusing on quality first and then on quantity - improving children's computing confidence. I found that in daily life, some parents always like to give their children hundreds of calculation problems in a short time. When children make some mistakes, they start to blame and punish, which greatly weakens their confidence in calculation and even becomes afraid of calculation.

8. Computational ability is a basic mathematical ability. It is an important task of primary school mathematics teaching to cultivate primary school students' computational ability. Calculation is a complex intellectual activity, and calculation ability is also the embodiment of comprehensive ability. The cultivation of computational ability is not only closely related to the basic knowledge of mathematics, but also influenced and promoted with the training of students' thinking and non intelligence factors. The calculation ability of primary school students is the basic ability of mathematics learning, mathematical inquiry and thinking. When I do my homework, I often find that many students have a high rate of calculation errors. The high calculation error rate is also an important factor affecting the improvement of students' mathematics performance. There are no more than three reasons: first, the basic knowledge is poor, so we can't understand the basic operation steps and methods, and we can't understand the calculation theory; Second, when the number is small, the idea of "belittling the enemy" comes into being; Third, when the number is large, the calculation is complex, and the patient is impatient, resulting in boredom. There are also some students with improper attitude in calculation: the handwriting is scribbled, the writing is not standardized, and they do not do the questions according to the requirements, so it is inevitable to make mistakes in calculation
How can we overcome the above factors that affect students' correct calculation? According to my own teaching practice, I think to improve students' computing ability, we can start from the following aspects
first, cultivate students' interest in learning, which is the key to improve their computing ability
"interest is the best teacher". In the teaching of calculation, first of all, we should stimulate students' interest in calculation, make them willing to learn and do, teach them to calculate with oral, written and calculation tools, and master certain calculation methods, so as to achieve the goal of accurate and fast calculation. Pay attention to the form of training, stimulate interest in computing. In order to improve students' interest in calculation, we can make students practice some oral arithmetic every day, combining with the daily teaching content. While emphasizing calculation, we should pay attention to the diversification of training forms. Such as: training with games, competitions, etc; Use cards and small blackboards to see and listen; Limited time oral calculation, self compiled calculation problems, etc. Various forms of training can not only improve students' interest in computing, but also help them form good computing habits. Monotonous mechanical calculation makes students tired and distracted. Teachers can work hard in the form of practice, can make multiple-choice questions, judgment questions, can also make some exercises related to real life, stimulate students' interest in calculation. The senior grade of primary school has learned many operation laws and operation properties. If students can skillfully use it, it can not only stimulate students' interest in calculation, but also improve their calculation ability
Second, pay attention to cultivate students' good calculation habits
first, we should examine the topic carefully
in teaching, students should be trained to examine the questions carefully and see each data and operation symbol clearly. In teaching, I guide students to go in three steps: first, we should examine numbers and symbols, and observe their characteristics and internal relations; Second, it is necessary to examine the order of operations and make clear what is calculated first and then; Third, we should examine whether the calculation method is reasonable and simple, and analyze the characteristics of calculation and data. According to the nature and law of operation, judge whether it can be simplified< Second, concentrate on the school team
when ing the calculation questions, the school team must be in time to do a lot of good work. Just imagine, the title is copied wrong, how can the result be correct? But in calculation, it is very common for students to wrong numbers or symbols. Therefore, I have set strict requirements for students to questions, and formulated corresponding rewards and punishment measures. If the homework is excellent five times in a row, you can get a five pointed star. If you have five five pointed stars, you can give praise in class, and call on the whole class to learn from him; If there are two or more calculation errors in any homework, ten calculation problems will be punished
Third, check the calculation carefully
some students think checking calculation is dispensable, while others feel that checking calculation is troublesome. Checking calculation can not only ensure correct calculation, but also cultivate students' meticulous attitude towards learning< Fourthly, it should be revised in time
if the errors in the assignment are common, they can be corrected collectively; If it is indivial, let the students correct it by themselves, and carefully analyze the causes of the mistakes, so as to avoid similar mistakes in the future. I also asked students to set up a book to pick up mistakes, record the mistakes in time and review them frequently to prevent similar mistakes
fifthly, writing standard
in every homework and exercise, I require students to write neatly and in a standard format. The writing of numbers, decimal points and operational symbols in the title must be standardized and clear. The space between the numbers should be appropriate, the vertical type on the draft should be clear, and the numbers should be aligned. At the same time, the guidance of writing format should be strengthened. The standardized writing format can express students' operation ideas, calculation methods and steps, and prevent wrong writing, less numbers and operation symbols< Third, pay attention to the training of oral arithmetic< At the same time, oral arithmetic is the basis of written arithmetic. Only by improving oral arithmetic can we improve the speed and accuracy of written arithmetic. Therefore, I often strictly carry out oral arithmetic training for students, including visual arithmetic training, listening arithmetic training, rush answer training, oral arithmetic games, etc., and strive to achieve the right and fast degree< 4. Emphasis on written calculation
pen calculation is traditionally called vertical calculation, which is a method of calculating on paper with pen according to certain calculation rules. Written calculation is not limited by the size of the number, we must write the calculation process step by step. Written calculation is concive to students' understanding of calculation theory, and it is also convenient to find and check the errors in the calculation process. It can also cultivate students' serious, responsible and meticulous learning attitude. Due to the procere of written calculation, the process of written calculation is relatively fixed, so in teaching, we should focus on making students understand the principle of calculation< 5. Strengthen the awareness of estimation
mathematics curriculum standard points out that estimation should be strengthened in each period. Estimation is the ability to approximate or roughly estimate the operation process and calculation results. In addition to mathematics learning, we need to test whether the answer is reasonable through estimation. In daily proction and life, estimation is also indispensable. Therefore, estimation has important practical value
1. Estimation teaching focuses on cultivating students' estimation consciousness, infiltrating estimation teaching into normal teaching, using estimation to preliminarily verify whether the calculation results are reasonable, and correcting them in time, so as to improve the accuracy of calculation. In teaching, we should let the students accumulate the experience of estimation and realize the value of estimation
2. Teachers should pay attention to teaching students estimation methods, and allow the diversity of estimation methods. As estimated, 78 × 22. The following estimates are reasonable; seventy-eight × 22≈80 × 22=1760278 × 22≈78 × 20=1560378 × 22≈80 × 20 = 1600
in a word, the improvement of students' computing ability is not achieved overnight, it is a long-term training and accumulation process. This requires our teachers to become interested people in teaching. As long as we carefully study, constantly summarize and improve our work, and seriously excavate the ability factors in calculation problems, students' calculation ability will be improved

9. In the process of learning mathematics, students should translate the knowledge imparted by teachers into their own special language, and keep it in their mind forever. Good habits of learning mathematics include self-study before class, paying attention to class, reviewing in time, working independently, solving problems, etc It is necessary to understand and master the common mathematical ideas and methods in time; There are several important mathematical thoughts to master in middle school mathematics learning: the thought of set and correspondence, the thought of classified discussion, the thought of combining number with shape, the thought of movement, the thought of transformation and the thought of transformation; After having the mathematical thought, we should master the specific methods, such as: exchange element, undetermined coefficient, mathematical inction, analysis, synthesis, counter evidence, etc. in the specific methods, the common ones are: observation and experiment, association and analogy, comparison and classification, analysis and synthesis, inction and dection, general and special, finite and infinite, abstract and generalization, etc; When solving mathematical problems, we should also pay attention to the problem-solving thinking strategies. We often need to think about: what angle to choose and what principles to follow. The mathematical thinking strategies often used in senior high school mathematics are: controlling the complex with simplicity, combining numbers and shapes, using advance and retreat mutually, turning students into proficient ones, turning students into proficient ones, turning students into proficient ones, turning students into proficient ones, turning students into proficient ones It is not taught by teachers, but acquired by their own active thinking activities under the guidance of teachers.
learning mathematics must pay attention to "living". It is not good to only read books without doing problems, to only concentrate on doing problems without summing up accumulation.
according to their own learning situation, Some specific measures should be taken; Take notes on mathematics, especially the different aspects of understanding concepts and mathematical laws, and extracurricular knowledge teachers develop in class. Record the most valuable thinking methods or examples in this chapter, as well as the unsolved problems you still have, so as to make up for them in the future; Establish a mathematical error correction book. Record the knowledge or reasoning that is prone to make mistakes in order to prevent recurrence. Strive to do: find, analyze, correct and prevent mistakes. Achieve: to understand the correct things from the opposite side; to understand the correct things from the wrong side; to understand the correct things from the wrong side; Guo Shuo can find out the cause of the mistake so as to suit the remedy to the case; The answers are complete and the reasoning is rigorous; We often sort out the knowledge structure to form a plate structure, and implement "integrated packaging", such as tabulation, so as to make the knowledge structure clear at a glance; We often classify exercises from one example to one, from one to many, and from many to unity; Several kinds of problems can be summed up in the same knowledge method; Timely review, strengthen the understanding and memory of the basic concept knowledge system, carry out appropriate repeated consolidation, eliminate the forgetting after learning; Learn to summarize and classify from multiple perspectives and levels, such as: ① from the classification of mathematical ideas; ② from the classification of problem-solving methods; ③ from the classification of knowledge application, so as to make the learned knowledge systematic, organized, specialized and networked; Often after doing some "reflection", think about the basic knowledge used in this problem, what is the mathematical thinking method, why do you want to think so, whether there are other ideas and solutions, whether the analysis method and solution of this problem have been used in solving other problems

10. The cultivation of primary school students' computational ability runs through the whole primary school mathematics teaching activities, and its importance is beyond doubt. The mastery of calculation methods and skills and the correctness of calculation results depend on continuous practice. A small program that can automatically set questions and score is very important. Wechat app "calculate my best" is a software for training and scoring primary school students' computational ability, covering:
1. Add, subtract, multiply and divide in the table (applicable to grade one and two students)
2. Vertical calculation of addition, subtraction, multiplication and division (applicable to the third and fourth grade students)
3. Simple operation and equation solving (suitable for the fourth and fifth grade students)
4. There are more than ten typical problems in primary school (which can be used in grade 4, 5 and 6)
features: it can score in real time, and you can see the test results immediately after clicking "hand in the paper". If you don't know what your mistake is, you can click the "help" button (you can ask for help only after you hand in the paper) to check the correct answer. The time, item, score and time of each test are saved in the score record
after use, if you think the software is helpful to your students or children's learning, please share it with your colleagues or friends
just search for "calculate my best" in wechat applet, come and have a try!