Mathematics is rigorous and abstract, which is easy to make pupils feel boring and divorced from the reality of life. If teachers can dig out the materials related to the students' daily life in the daily classroo...Mathematics is rigorous and abstract, which is easy to make pupils feel boring and divorced from the reality of life. If teachers can dig out the materials related to the students' daily life in the daily classroom teaching, so that the children can feel that the content of mathematics is not boring numbers and tasteless calculations, but a living discipline that can be seen and felt by the children and is closely connected with daily life, the students can be more interested in the study of mathematics, thus obtaining a sense of success in the study and greatly benefiting the foundation of studious mathematics. This paper discusses the creation of life situations, skillful design of life problems, design of games and activities closely related to life, and design of practical operations related to life.展开更多
Mathematical ability has always been considered an important influencing factor in description-based risky choices.Experience-based risky choices,which occur frequently in daily life,are very different from descriptio...Mathematical ability has always been considered an important influencing factor in description-based risky choices.Experience-based risky choices,which occur frequently in daily life,are very different from description-based risky choices.The association between experience-based risky choice and mathematical ability remains unknown.This study adopts the feedback paradigm for experience-based risky choice to explore the association between multiple mathematical abilities and experiencebased risky choice.The results show that,in experience-based risky choice,mathematical ability did not influence the decision to pursue higher expected value,but it did influence preference for risky.Thus,our study contributes to a more comprehensive view of mathematical ability and risky choice.展开更多
文摘Mathematics is rigorous and abstract, which is easy to make pupils feel boring and divorced from the reality of life. If teachers can dig out the materials related to the students' daily life in the daily classroom teaching, so that the children can feel that the content of mathematics is not boring numbers and tasteless calculations, but a living discipline that can be seen and felt by the children and is closely connected with daily life, the students can be more interested in the study of mathematics, thus obtaining a sense of success in the study and greatly benefiting the foundation of studious mathematics. This paper discusses the creation of life situations, skillful design of life problems, design of games and activities closely related to life, and design of practical operations related to life.
基金the 111 Project,Grant/Award Number:grant number BP0719032。
文摘Mathematical ability has always been considered an important influencing factor in description-based risky choices.Experience-based risky choices,which occur frequently in daily life,are very different from description-based risky choices.The association between experience-based risky choice and mathematical ability remains unknown.This study adopts the feedback paradigm for experience-based risky choice to explore the association between multiple mathematical abilities and experiencebased risky choice.The results show that,in experience-based risky choice,mathematical ability did not influence the decision to pursue higher expected value,but it did influence preference for risky.Thus,our study contributes to a more comprehensive view of mathematical ability and risky choice.
