Have you noticed a strange phenomenon
Some children learn more and more quickly, and teachers learn more and more; others learn more and more every class as if they were studying books。
What's the difference
It's not an iq, it's a "move" knowledge。
Today, let's talk about this idea that makes math easier and easier to learn -- an analogy migration。
- what do you mean, like moving? To be honest, it's a copy of the old job
Think that's what kids do in math
Just learned how to add integers, and then went back and down with a decimal, and the kid was like, "oh, shit
What he thought was, "isn't this the same as a whole plus or minus?" it's just a decimal point."
This feeling of "almost" is an analogy migration。
In summary: new knowledge, new topics, using old knowledge, old methods already learned。
The core is particularly well-recognised: the old know what is new, the same way; and the one-on-one, one-on-one, one-on-one。
To be honest, it's the biggest difference between schoolboys and ordinary children. A regular kid learns one thing, he learns one thing。
Two, analog migrations have these characteristics
The end effect is six words: one, one, one。
I'll give you some of the most typical
The child has just learned to add to and subtract from the whole number: the same numbers are aligned, starting from place to place, full of one, not enough to reverse one。
And then you learn to add and subtract, and many children think they want to learn a new set of rules。
Not at all
We're moving
You see, there's no need to redo it. It's just the old way to "move."。
2. Integer multiplication
How do you multiply the decimal? First as an integer multiplication (like multiplication of the integer) and lastly by decimal points。
That's typical of "simulate first, then fine-tune."。
What about the split? Turning into a multiplication countdown, the idea is in line with the "average score" in the whole number division。
3. Area of rectangular squares
The child is back: rectangular area = long x wide。
What did the textbooks teach when studying parallel quadrilateral areas? Cut the parallel quadrilateral and turn it into a rectangular。
What about the area? The bottom corresponds to the long, the high to the wide。
Direct analogy: parallel quadrilateral area = bottom x high。
You see, it's not a dead-end formula, it's a push。
4. Accommodation algorithm
The child learns how to add value: a + b = b + a。
When i learned the multiplication, the teacher asked, "do you have a quilt?"
The child reacts immediately by analogy: a x b = b x a。
Plus the law of multiplication, exactly the same。
There's no need to re-understand, just to move on。
5. One-step application
The kid would do "ming has five apples, red has three more apples and red has a few?"
Then i met ming with five apples, red with three more apples, red with two times as many apples as lee, and how many
Don't panic. It's the same idea: ask for xiao hung first, then xiao li. Just one more step。
It's not hard to move by analogy。
6. Low-grade search patterns
In the lower grades, the graphic cycle pattern: what's next
Higher grades do numbers: 2,4,6,8 what's next
The lines of observation, circulation, repetition are identical。
Children don't think that the columns are “new things” as long as they compare them。
Iv. Solve the problem. Just do it
When you see new questions or new knowledge, don't panic
Think about it: it's like what i've learned and what i know. Looking for the same: the same thing? Same way? Move over: bring the old method straight to the tune: look where it's different, change the details a little bit
It's just one thing to say: when you think about the new subject, you think about the old one, you do the same thing。
V. How important is analogue migration? I said three
First, math is learning more easily, not more tired。
The children of analogy are actually studying old knowledge in every new class. No-like children, every class is "from scratch." for a long time, the gap opens。
Secondly, there is a real one-on-one。
Scratch one, meet one. It's not about the sea, it's about thinking。
Third, goodbye to the hard back。
The formula, the law, is not a back. It's a move. Understands the source, remembers jail, works well。
The functions, geometry, and symmetry of junior high schools are all taught by analogy migration. Primary school doesn't practice. The back is really hard。
It's a nice thing to say: ordinary children learn one thing, they learn one thing. That's the difference。
Many children learn more and more about mathematics, because each of these questions is treated as a new one, and they never want to say, “what is it like before”。
How do you normally practice? A few simple ways
I'll tell you the truth
Many parents asked me, "how do you get kids to learn math?"
My answer is: first let him learn to copy his homework — to copy old knowledge into new knowledge。
It's not true, it's similar, moving, fine-tuning。
Go back and try: next time the kid gets new knowledge, don't worry, ask him first:
"what does this look like before?"
If he can say it, even if he's right, it's ten times better than listening to you。
When your kids learn new knowledge, will they take the initiative to contact old knowledge
You're welcome to talk in the comment area. I'll show you how to guide him to learn to “similar migration”。
