Elementary School Number Sense Cultivation Strategy Research

This study is based on the main subject of primary school studentsfrom Grade one to Grade five, the contents of the study is mainly basedon the number of students a sense of the law of development ofnumber sense to develop effective classroom strategies.It’s "full-timecompulsory mathematics curriculum standards (trial version)" point ofview to analyze the number of elements of a sense of meaning and asense of culture and the number of primary content, number ofelements of the test based on a sense of volume to analyze the findingsof law students develop number sense and sense of the number ofeffective classroom training strategy.Number Senses findings: As the grade increased, Sense of thenumber of students is growing. The ability of express,operation andestimate number of students is developing with the rapid growth ofhigher grade, it shows that these three areas is the main factor instudents later learning. Second-year students and first-year studentshave more of a qualitative leap, the number that estimates the numberof operations on several particularly significant; Third-year students andsecond-year comparison, the number of operations, estimation andproblem solving in the development of very significant, particularly onthe estimates of the number of significant; Compared with the thirdgrade fourth grade, the gap is small; fifth grade and fourth grade, thedifference is most significant aspect of the significance of thenumber.Number of recommendations to develop a sense of students:emphasis on hands-on training students in the Number Sense, focus ontraining students to estimate the number of teaching in a sense, focuson diagram representation of the number of teaching students tocultivate a sense, develop the sense of students in teachingmathematical ideas and permeation.