Survey Study Of Upper Primary Students’ Number Sense

Number Sense in-depth primary education which is an important part of full-timecompulsory education mathematics curriculum standards, a clear explanation of trainingpupils number sense. View of the number sense is a crucial factor for pupils, the author inaccordance with the number of flu six elements to design a questionnaire and case interviews,a survey study of the status quo of3,4,5,6-grade students’ number sense from the overall trendof the number of four students a sense of specific performance and characteristics of the fourstudents in the various aspects of number sense and the performance of each grade NumberSense6studies to analyze.Through investigation and analysis the following conclusions:1. As a whole, the number sense of the status quo of the four grades is rising with increasinggrade, the third grade to fourth grade, fifth grade to sixth grade upward trend are relatively flat,while the transition from the fourth grade to fifth grade increased the most obvious difference.2. Number Sense six elements:(1) The overall trend in the number of significance tests increased with age increased, there isa big difference between the fourth and fifth grade, the number of significance is the basis forthe development of the pupils number sense, students of this classification are performingwell.(2) In the number of tests for each grade test scores are not satisfactory, students’ ability to usethe number of problem situations to express and exchange is still inadequate, fourth, fifth,sixth grade, there were significant differences.(3) The overall trend is the increased age and elevated, fifth or sixth grade exists significantdifference test of relationship between the number of students in each grade for the size of therelationship between the number and the number of actual problem situation to understandcorrectly For up to at least such as descriptive language can clearly distinguish.(4) In the number of operations test, the overall trend is the increased age and elevated, four orfive year existence of significant differences, with the increased age of the students to add,subtract, multiply, in addition to the role in the actual flexible application capabilities of thefour operations in question have gradually increased.(5) In the number of estimated test for each grade test scores are not ideal, fourth and fifthgrade there were significant differences, the ability to estimate the weak mainly in the poorawareness of skills and capabilities of rational use of estimates, estimate the source of theexperience is more limited.(6) Test the over all trend is the increased age and elevated, of which four grades there aresignificant differences in students of all ages are able to better the practical problems intomathematical problems in the number of problems to solve.According to the conclusions reached in this article, the author made severalrecommendations for future primary school teaching.