数学思维教育是21世纪数学教育的核心。
教育者空怀着一种希望，希望学生在学习地理、数学、语文、生物学等等课程的过程中，会学会批判性思维。
The vain hope is that in the process of studying geography, math, English, biology, and so on, students will learn to think critically.
在数学教学中，要求学生通过自己的思维来学习，这是普通教育首要的教学目的和要求。
So as to mathematic teaching, requiring students study overpass their thinking, this is chiefly leaching aim and request of liberal education.
数学思维问题是数学教育的核心，数学的创造性离不开直觉思维。
The mathematical thinking problem is the center of mathematical education . Mathematical creation is unable to leave intuitive thinking .
本文以现代教育心理学为指导，探讨在数学教学中，为培养发散思维，该怎样深入数学问题的本质。
For training divergent thinking, the paper, guided by modern pedagogy and psychology, searches how we can extent to the essence of mathematics in teaching.
数学教育本身是一种思维教育。
The mathematical education is a thought education essentially.
国内外许多数学教育家和数学教师都十分重视在数学教学运用数学史的生动事例启发和培养学生的思维能力。
Mathematics educators and teachers at home and abroad attach great importance to using lifesome examples in the mathematics history to enlighten and cultivate the thinking ability of the students.
指出数学创造思维能力的培养与素质教育互为促进、为时代所需。
It points out that the training of the creative thinking in mathematics and mathematical literacy will prompt each other, and this is important for the time being.
它在我国中小学数学教育中普遍化和规模化的存在，主要是受到多种内在因素，如数学竞赛的教育观念、教育传统和文化心理，以及思维方式等的钳制。
The purpose of this paper is to investigate some laws and techniques in working on mathematics contest problems by analyzing some cases of combinatorial mathematics which have been generalized.
它在我国中小学数学教育中普遍化和规模化的存在，主要是受到多种内在因素，如数学竞赛的教育观念、教育传统和文化心理，以及思维方式等的钳制。
The purpose of this paper is to investigate some laws and techniques in working on mathematics contest problems by analyzing some cases of combinatorial mathematics which have been generalized.
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