第三部分是对小学生数学思维品质的分析。
The third part analyzes the mathematics thinking quality of primary students.
目的探讨3·3·3认知策略训练对小学生数学能力的影响。
Objective To explore the influence of 3 · 3 · 3 cognitive strategy training on pupils mathematic abilities.
但是，最重要的，他们觉得电视是造成中小学生数学和阅读成绩下降的一个因素。
Most importantly, however, they feel television is one factor that causes declining math and reading scores among schoolchildren.
要培养小学生数学课后复习的习惯，应该做到在教学中渗透，让学生意识复习的重要性；
Cultivating their habit of review after class should be done in the teaching so that they understand the importance of review.
针对小学生数学学科素养问题，课题组以小学数学为考察对象，先后对小学一、二、三年级学生的数学学习成就进行了测验。
Aiming at the mathematical accomplishment of pupils, our task group took elementary mathematics as reviewed object, and tested the students of grade one, grade two and grade three.
目的引进和修订《德国海德堡大学小学生数学基本能力测试量表》，为制订适合中国儿童的测试量表及其参照常模提供基础资料。
Objective: To obtain the basic data for the introduction and revision Mathematics Test to assess basic mathematical competencies in the elementary school level in China.
前言：目的用“德国海德堡大学小学生数学基本能力测试量表”研究贵州省小学生数学基本能力现状，为制订适合贵州省儿童的参照常模提供基础资料。
Objective to obtain current data of basic mathematical competencies in the elementary school level in Guizhou province, and to provide evidence for establishing a norm suited the children in Guizhou.
在80年代，在数学和语言方面，芬兰终止了根据能力来“分流”小学生的做法。
In the '80s, Finland stopped "streaming" pupils to different math and language tracks based on ability.
在有些国家，需要教小学生阅读，写字，基础数学的学校，统一教学更有效。
In countries where schools mainly seek to teach pupils to read, write and grasp some basic maths, centralisation seems to work.
另外一些学校只要小学生们不在上课时间使用，允许他们携带手机入校。但是多数学校还是希望孩子们在每一堂课开始之前，把那些电子装备暂时存放在储物柜中或收好在袋子里。
Others allow pupils to carry phones if they do not use them during the school day, but most expect electronic equipment to be deposited in lockers or put in zipped bags at the start of each lesson.
在绝大多数学校，手机和便携式游戏机都不允许使用，还有一些甚至禁止小学生把它们带进校园。
The use of mobile phones and portable videogames machines is prohibited in most schools and some do not allow pupils to bring them through the gates.
经合组织在世界范围内对小学生的阅读、数学和科学能力进行的测试结果显示，巴西几乎触底了(见下表)。
In the OECD's worldwide tests of pupils' abilities in reading, maths and science, Brazil is near the bottom of the class (see chart).
乔治·布什的教育法“不让一个孩子掉队”，用来测试小学生的数学、阅读和科学。
No Child Left Behind, George Bush's education law, tests pupils on maths, reading and science.
“数学情境—提出问题”实验的开展对小学生们的非智力因素有一定的促进作用。
"Mathematical situation and posing problems" experiment played a positive role on the primary school students' non-intellectual factors.
这个小学生既不喜欢数学，也不喜欢语文。
目的编制适合我国小学生的数学基本能力试量表，并进行信度与效度检验。
Objective To develop an acceptable rating scale of basic mathematical abilities for Chinese primary students and test its reliability and validity.
“哪怕是一年级小学生都能算对这道(数学)题，”他说道。
"Even a first grader can answer this [the maths test]," he said.
数学焦虑在我国中小学生中不仅存在，而且还比较严重。
Math anxiety not only exists in Chinese students, but is also becoming a serious problem.
若小学生们在韵律和音乐课程学习了音节划分的话，他们的数学成绩要比按照传统方式学习的同龄人要好很多。
Grade school kids who learned about fractions through a rhythm-and-music-based curriculum outperformed their peers in traditional math classes.
只有让数学情境符合小学生的思维特点，才能有效地克服目前普遍存在的情境题材趣味性差、难以理解等难题。
The only solution to the poor interest and indigestion which are the common problems in the situation contents is to make it in accordance with the characteristics of students'thinking.
数学焦虑对小学生的数学学习能产生紧张、不安、畏惧等消极影响，威胁着小学生的身体健康。
The math anxiety would bring negative impact on pupils' math study such as strain, uneasiness, fear and so on, and would imperil their physical health.
有一个小学生回家问他父亲：“爸爸，这一题数学好难，你可不可以教我？”
A primary school boy came home and asked his father, "Father, this mathematics question is very difficult. Can you help me, please?"
小学生心算能力的训练和培养是小学数学教学的重要任务之一，怎样提高心算教学质量，是老师非常关心的问题。
It is one of the most important goals to train students 'mental arithmetic ability in primary school, so teachers attach great importance to how to improve the level of mental arithmetic teaching.
对数学教师的普通文化知识和基础能力的获得贡献最大的是“作为中小学生时的经验”，其次是数学教师“自身的教学经验和反思”。
What contribute most to teachers' general knowledge and basic abilities are their experience as a student, and experience as a teacher and rethinking of the experience;
第二，如果他是个小学生就更好了。实际上，我很擅长教授基础数学。
Actually, I am good at teaching mathematics on elementary level.
第二，如果他是个小学生就更好了。实际上，我很擅长教授基础数学。
Actually, I am good at teaching mathematics on elementary level.
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