数学是研究现实世界的空间形式和数量关系的科学。数学活动充满着不断的探索与创造、观察与实验、猜测与验证、调控与反思等。长期以来,受传统教育观念和“应试”教育思想的束缚,数学教学中重记忆、轻理解,重知识、轻解决,重模仿、轻创造的现象普遍存在;数学教学被视为以教师讲授为主,教师向学生传授知识与技能;数学学习被理解为思维活动的结果而忽略了思维活动的过程。 Mathematics is the science that studies the relationship between the spatial form and the quantity in the real world. Mathematical activities are full of constant exploration and creation, observation and experiment, speculation and verification, regulation and reflection. For a long time, due to the traditional educational concepts and the “test-oriented” educational ideology, the phenomenon of remembrance, light understanding, heavy knowledge, light solution, heavy imitation and light creation in mathematics teaching is ubiquitous. Mathematics teaching is regarded as a teacher Lecture-based, teachers teach students knowledge and skills; mathematics learning is understood as the result of thinking activities and ignores the process of thinking activities.