为什么同样的数学学习起点,却有迥异的学习效果,分析其原因,有三点:一是不敢开口说。二是书写不规范。三是缺乏数学活动经验。为了更好地发挥数学语言在学生学习活动中的作用,使学生在学习中能够灵活的引用数学语言去理解和表达,本文从三个方面探讨了相关策略。 Why the same starting point for math learning, but there are different learning effects, analyze the reasons, there are three points: First, not to say. Second, writing is not standardized. Third, the lack of experience in math activities. In order to give full play to the role of mathematical language in students’ learning activities and make students flexibly refer to mathematical language to understand and express in learning, this article discusses the relevant strategies from three aspects.