The Rural Pupils Number Sense Survey Of Conditions

"Number sense" of the term in the last century had been independently proposed，With thepassage of time，Educator Number Sense the many aspects of the study， people graduallyrecognize the importance of the number of flu.2001“full-time compulsory educationmathematics curriculum standards (trial version)” made it clear “number sense “as a coreconcept to study learning. In modern society， digital close contact with our lives， and theability of the people to use digital is largely affected by the Number Sense， In addition，through the cultivation of students ’number sense， students learn to "mathematically"thinking， improving students’ mathematical literacy.In recent years has been the emphasis on education equity issues. Number Sense，most ofthe existing research to students or teachers in the city as the object of study， While thenumber of rural students a sense of the level of research is less. This article aims to survey thethe Number Sense condition of rural pupils， according to the research results to analyze theproblems and their causes，and gives specific suggestions and strategies.The research study is the number of rural pupils a sense of status quo from the fivedimensions of the structure of number sense.(1. Understanding of number sense; thecomparative relative size;3number using a variety of methods;4. Understand the role of thecalculation of the number;5. Use the proper strategy and determine the reasonableness of theresults). Mainly focus on two issues: First， the number of rural pupils a sense of the overalllevel of; second， rural primary school mathematics teachers’ understanding of number senseand culture to the implementation of number sense. In this study， questionnaire andinterview methods in order to solve these two problems，research Jiutai city， Jilin provinceand changchun city， four rural primary school students and math teachers.The main conclusions of the study:1. the number of rural pupils a sense of the overall situationThe overall number sense low levels of rural pupils， but the level of students’ numbersense and increased with increasing grade (age)， same grade students differ in severaldifferent dimensions of the sense of the level of， Students of different grade levels also differon the number sense of the same dimension.2. Rural primary school mathematics teachers professional knowledge and teachingstrategies on the number of flu situationNumber Sense rural teachers have low levels of professional knowledge and teachingstrategic knowledge， Although most of the teachers have a certain number sense， alsorecognized the importance of the number of students a sense of， Teachers fuzzy numbersense knowledge and scattered in the classroom teaching teachers will not have to consciouslypurposefully cultivate students’ number sense.3.Two reasons for the low number sense in the overall level of summing up the whole of rural pupils: First， learn about number sense away from their real life， is not conducive totrain pupils Number Sense，second， rural pupils acquire knowledge comes mainly from theclassroom， and to impart knowledge of elementary school mathematics line teachers of thelower level of knowledge of number sense to not effectively train students in the classroomteaching number senseThe end of the article， according to the findings and conclusions of this study， theauthor on the number of students a sense of some teaching proposal.