2019年12月4日、5日晚，赫威斯學(xué)校燈火通明，熱鬧非凡。

“媽媽，你幫我按住這些圖形?！?/p>

“爸爸，你快把它翻轉(zhuǎn)一下！”

“我們再試試這種排列？”

“媽媽，快點、快點！”

……

教室里，親子討論場面熱烈，時時迸發(fā)出思維的火花。原來，今晚是赫威斯數(shù)學(xué)組呈現(xiàn)的親子數(shù)學(xué)大課堂，也是學(xué)校開展的數(shù)學(xué)周活動的一部分。

讓我們一起走進今晚呈現(xiàn)的創(chuàng)意課程內(nèi)容：

“小朋友們，聽說過方陣嗎？數(shù)學(xué)中的方陣又是什么樣的？”伴隨著老師的發(fā)問和生動形象的圖片展出，孩子們驚喜連連，一起走入了數(shù)學(xué)方陣的精彩世界。

活動中，大朋友和小朋友一起設(shè)計游戲骨牌，鍛煉了初步的排列組合能力。學(xué)生通過自己動手拼組出“旋風(fēng)魔方陣”，做出了有趣的數(shù)學(xué)推理益智學(xué)具。這一創(chuàng)新設(shè)計由易而難分層挑戰(zhàn)，培養(yǎng)了學(xué)生邏輯推理與加減互逆的運算能力，讓小朋友們?yōu)樯衿娴臄?shù)學(xué)世界而著迷，并找到了觸摸數(shù)學(xué)之門的金鑰匙。

In the activity, parents and children designed the game dominoes together and exercised the preliminary ability of arrangement and combination. Students made up 'whirlwind cube array' by themselves. This innovative design cultivates students' ability of logical reasoning, addition and subtraction, which makes them fascinated by the magical mathematical world and find the golden key of mathematics.

孩子們已經(jīng)學(xué)習(xí)了九九乘法表，可是“表中又隱藏著什么規(guī)律呢？”，“表中有幾個不重復(fù)的數(shù)字？”帶著這些問題，師生們一起走進了“乘法立方體”大世界。

制作立方體學(xué)具時，孩子們仔細思考著如何將乘法表中的數(shù)分配到9個正方體中，又如何使每個正方體都出現(xiàn)1-9的口訣，還要保證4張卡片中都出現(xiàn)1-9這9個數(shù)字。身負一系列的任務(wù)，孩子們更加認真努力。在隨后的“翻轉(zhuǎn)大比拼”中，孩子們的成果也是讓人驚艷不已，并將枯燥的數(shù)（乘法口訣）與形（立方體）巧妙結(jié)合起來，這是多么富有效用與創(chuàng)意的設(shè)計呀。就如數(shù)學(xué)家華羅庚所說：“數(shù)缺形時少直觀，形少數(shù)時難入微。數(shù)形結(jié)合百般好，隔離分家萬事休！”

When making cube learning tools, children were thinking about how to allocate the number in multiplication table to 9 cubes, how to make each cube appear 1-9 formula, and how to ensure that the 9 numbers in 4 cards appear 1-9. With a series of tasks, children were more serious and hard-working. In the subsequent 'flipped competition', the children's achievements were also amazing, shapes (cube) were cleverly combined, which made up very effective and creative designs.

提起七巧板，無人不知、無人不曉?？墒窍窈胀箤W(xué)校三年級的“妙用七巧板”游戲，讓大家都顛覆了對七巧板的固有印象。

老師先請孩子們試著在一張正方形的紙片上切出七巧板，然后再進行不同顏色的交換使其成為七色巧板。接下來是“七巧板大組拼”，首先是親子合作，將兩副七巧板合拼為一個大的正方形；然后要求運用指定元件拼出指定圖形，正方形、長方形、三角形、平行四邊形、梯形等等。孩子們和家長在一次次不同的幾何形狀組拼中，探索著七巧板的神秘。

First, the teacher asked children to try to cut out a jigsaw on a square piece of paper, then exchange different colors to make it a seven-color board. Next was the 'jigsaw puzzle assembly', which required the use of designated components to form designated graphics: squares, rectangles, triangles, parallelograms, trapezoids. 

最后，孩子與家長分別開展盲拼七巧板比賽，在將散亂的七巧板歸位的逆向操作中，孩子們再次充分發(fā)揮想象力，將數(shù)學(xué)活動推向了高潮！

At last, the children and parents carried out blind jigsaw puzzle competition respectively. In the reverse operation of the scattered jigsaw puzzle, the children give full play to their imagination and thinking charm, and push the mathematical activities to the climax!

生活中有各種各樣不同的形狀，我們美麗的世界中有著繽紛的色彩，那么如果將形狀和顏色放在數(shù)字的世界中，它們會碰撞出怎樣的火花呢？

四年級組的“探秘三形四色”，將孩子們的除法知識與形色有機整合起來。師生們一起探究形狀和數(shù)之間的關(guān)系，在“排序”和“分類”中，尋找混亂表象背后永恒的規(guī)律?！叭绾螐膬蓚€不同形狀圖卡的數(shù)字總和猜出是哪兩種圖形？”，“如何從兩個相同形狀圖卡的數(shù)字總和猜出是哪兩種圖形？”。

Teachers and students explore the relationship between shapes and number together, and look for the eternal law behind the chaos in 'sorting' and 'classification'. 'How to guess which two graphics are from the sum of the numbers of two different shape cards?' 'How to guess which two graphics are from the sum of the numbers of two same cards?'

這些富有探究性的任務(wù)，讓孩子和家長們流連其中，經(jīng)歷著觀察、發(fā)現(xiàn)、實驗、猜測、計算、推理、驗證等數(shù)學(xué)活動。在老師的啟發(fā)下認真思考，逐漸清晰“形與數(shù)”、“色與數(shù)”的奇妙關(guān)系。

Under the inspiration of teachers, children think carefully, and gradually clarify the wonderful relationship between 'shape and number', 'color and number'.

高年級的活動內(nèi)容，我們是從美國網(wǎng)站中的一則數(shù)學(xué)征題引伸而來的。

首先觀察思考羅盤的特點，探索它的規(guī)律，并嘗試構(gòu)造羅盤，并通過制作數(shù)字圓片的過程，探索羅盤的特點和規(guī)律。

First, observe and think about the characteristics of the compass, explore its rules, and try to construct the compass. Through the process of making the digital disc, the characteristics and rules of the compass are explored.

同學(xué)們和家長一起，大膽猜想，小心求證，充分感受著羅盤的巧妙。從每個圈內(nèi)三個數(shù)之和都為同一個數(shù)出發(fā)，探究三個數(shù)之和的可能范圍（最大與最?。?，以及排列數(shù)字羅盤的窮盡組數(shù)，他們完成了一個又一個由易到難的挑戰(zhàn)。當(dāng)然，最后也出色地完成美國網(wǎng)站的征題解答。

Students and parents study and work together, bold guess and careful proof, fully feel the ingenious compass. Starting from the fact that the sum of the three numbers in each circle is the same number, this paper explores the possible range (maximum and minimum) of the sum of the three numbers, as well as the exhaustive number of groups in the arrangement of the digital compass. They have completed one challenge after another from easy to difficult. Of course, all of them did a good job of solving the questions on the American website.

家長同五、六年的師生一起暢游在神奇的數(shù)字羅盤中，深深地被有趣的活動吸引著。

本次數(shù)學(xué)周是我們探索LIVE數(shù)學(xué)課程建設(shè)的一次匯報與檢驗。這種過程性學(xué)習(xí)活動，讓孩子們感受到了數(shù)學(xué)的有趣、有味、有溫度和有挑戰(zhàn)性，并喜歡上數(shù)學(xué)、愛上數(shù)學(xué)。當(dāng)然，今晚匯報的只是我們LIVE數(shù)學(xué)課程的冰山一角。

This mathematics week is a report and test for us to explore the construction of LIVE mathematics curriculum. This kind of process learning activity makes children feel that mathematics is interesting and challenging! This is just the tip of the iceberg of LIVE mathematics in our school.

讓我們一起領(lǐng)略赫威斯LIVE數(shù)學(xué)課程的精彩架構(gòu)：

LIVE數(shù)學(xué)課程：正如Live所表達的含義一樣，一代表著我們的課程是“活”數(shù)學(xué)，我們的課堂是“活”課堂，我們的孩子“動”起來啦；二表示為我們的數(shù)學(xué)教育立足于生活，讓數(shù)學(xué)來源于生活，并應(yīng)用于生活。同時，也代表著讓我們的孩子經(jīng)歷數(shù)學(xué)，享受數(shù)學(xué)，并發(fā)展數(shù)學(xué)！

LIVE mathematics course represents that our mathematics course is 'live', our classroom makes mathematics 'vivid'; it also expresses that we based mathematics on life; let mathematics come from life and apply to life. 

L代表著Love（愛、喜歡）。讓孩子 “愛上”數(shù)學(xué)，進而 “愛”上數(shù)學(xué)（課）。這是我們“LIVE”數(shù)學(xué)課程的第一宗旨。

喜歡是最好的老師！讓孩子愛數(shù)學(xué)，喜歡上數(shù)學(xué)課。當(dāng)然，教師要愛數(shù)學(xué)，愛我們的學(xué)生。

L stands for “Love”. Let children 'love' mathematics, and then 'love' Mathematics (class). This is the first tenet of our 'LIVE' mathematics course. Like is the best teacher! Let children love mathematics and enjoy math classes. Of course, teachers should love mathematics and our students.

I代表的是Intelligence (智慧的)。從知識向智慧發(fā)展，并享受著數(shù)學(xué)。是“LIVE”數(shù)學(xué)課程的核心要素。

我們的數(shù)學(xué)教育充滿著智慧，從知識走向智慧，讓我們的孩子散發(fā)著智慧行動。I更代表著in，是讓孩子們浸入在其中，享受著數(shù)學(xué)。

I stands for 'Intelligence'. It is the core element of 'LIVE' mathematics course. Our mathematics education is full of wisdom, from knowledge to wisdom, so that our children distribute intelligent action. I also represent 'in'. It is to let children immerse in it and enjoy mathematics.

V代表的是 Vivid (生動的，有趣的)。生動、有趣，并獲得成功體驗，是我們“LIVE”數(shù)學(xué)課程的教學(xué)要求。

讓數(shù)學(xué)生動起來，讓孩子感受到數(shù)學(xué)有趣。當(dāng)然，V還包括Victory，是勝利，成功的意思；讓孩子經(jīng)歷成功的體驗與發(fā)展。

V stands for 'Vivid'. Vivid and successful experiences are the teaching requirements of our 'LIVE' mathematics course. Let mathematics be vivid, let children feel mathematics interesting. Of course, V also includes the meaning of 'Victory'. Let children experience the development of success.

E是Every (每一個，所有可能的)。關(guān)注每一個孩子的學(xué)習(xí)體驗與發(fā)展，是我們“LIVE”數(shù)學(xué)課程的培養(yǎng)目標(biāo)。

我們的課堂關(guān)注每一個孩子的學(xué)習(xí)體驗與發(fā)展；同時讓我們的數(shù)學(xué)教育呈現(xiàn)所有可能的實踐活動，讓孩子經(jīng)歷觀察、發(fā)現(xiàn)、實驗、猜測、計算、推理、驗證等數(shù)學(xué)活動，更重要的是讓我們的學(xué)生經(jīng)歷數(shù)學(xué)化的學(xué)習(xí)過程，領(lǐng)會數(shù)學(xué)的基本思想，并通過實踐，積累數(shù)學(xué)活動經(jīng)驗，獲得數(shù)學(xué)發(fā)展，智慧生長！

E is 'Every'. Paying attention to the learning experience and development of every child is the training goal of our 'LIVE' mathematics course. At the same time, let our mathematics education present all possible practical activities, let children experience observation, discovery, experiment, guess, calculation, reasoning, verification, and other mathematical activities. More importantly, let our students experience the mathematical learning process, understand the basic ideas of mathematics, and accumulate mathematics through practice activity experience.