Mathematical experiments are equivalent to physical experiments and chemical experiments belong to the category of scientific experiments, and they have the characteristics of scientific experiments. However, due to the different nature of the discipline, mathematical experiments are different from general scientific experiments, according to the definition of scientific experiments and the characteristics of mathematical disciplinesThe concept of mathematical experiment can be defined as: in order to obtain a certain mathematical theory, test a certain mathematical conjecture, and solve a certain type of mathematical problem, the experimenter uses certain material means, with the participation of mathematical thinking activities, in a typical experimental environment or a specific experimental environment to carry out experiments.
In mathematics teaching, traditional mathematics experiments are a teaching method that uses manual methods to conduct experiments using physical models or mathematics teaching aids to discover or solve mathematical problems. The modern mathematics experiment is a new teaching method that simulates the experimental environment based on the application of computer mathematics software and combines the mathematical model for teaching. Traditional mathematical experiments are mainly demonstration experiments for the purpose of verifying conclusions, while modern mathematical experiments emphasize students' practical and active activities, allowing for different structures and styles.
Throughout the experiment, students can use different experimental procedures and design different experimental procedures. Compared with the former, the latter can give full play to the main role of students, and is more conducive to cultivating students' innovative spirit and ability to discover problems.
After the introduction of mathematics experiments, a new model can be created in mathematics teaching, that is, "problem one experiment, one exchange, one practice, Xi one review". The teacher begins with a clear and engaging problem situation, followed by a teaching experiment supported by computer-provided mathematical technology, and then engages students in a whole-class discussion. The teaching activities designed in this way not only highlight the subjective position of students, but also do not negate the leading role of teachers. In the process of experiments, the teachers' profound elaboration of problems, witty problem-solving strategies, analysis of students' common misunderstandings, and expression of mathematical theorems in traditional teaching are not replaced by mathematical experiments.
It is only in the process of communication that these become the needs of the students. The combination of experiments and communication highlights the process of forming mathematical knowledge, and the practice of Xi and problems is also necessary to consolidate and strengthen mathematical knowledge, but such Xi practice should be timely feedback and help according to the different levels of students, and each student should be scientifically evaluated in a timely manner.
The mode of mathematics teaching depends on the purpose of mathematics education, which is closely related to the demand for mathematics in society. At present, the contradiction between the rapid development of science and technology and the trend of mathematics in society and the relative lag of basic education is becoming increasingly prominentIn line with the current social demand for mathematics education, the ideological method of using mathematical experiments to carry out mathematics education is to start from a number of examples (including examples designed by students themselves, conduct a large number of experiments on computers or manual operations), discover the possible laws, put forward conjectures, prove and demonstrate.