数学教学最本质也是最显著的特点在于:它所传输的信息不仅仅是数学知识,还包括数学思维活动的过程。在教学中,教师要走进学生的思维历程,对他们学习的思维轨迹做充分的了解。即了解思维的起点在哪里?思维如何进行?每个教学时段的学生思维是否沿着预设的思维轨迹前进?倘若偏离了轨道线,教师又该如何修整自己的教学轨道?如何把握 The most essential and most prominent feature of mathematics teaching lies in the fact that the information it transmits is not only mathematical knowledge, but also includes the process of mathematical thinking activities. In teaching, teachers should walk into the thinking process of students and have a full understanding of their thinking trajectories of learning. That is, to understand where the starting point of thinking? Thinking how to do? Each teaching period student thinking along the path of presupposed thinking? If the deviation from the track line, teachers how to trim their own teaching track? How to grasp