Study On The Number Sense Of First Grade Students Based On ERP

It was kept an eye by education scholars since “number sense” put forward.They are put forward many valuable suggestions from the aspects of theory and practice.Different scholars have different starting point.Some people have a study of the inscape of the number sense,some people made a research of cultivating number sense,but also some people discus the current situation and characteristics of students' number sense.However,the author found that the scholars have always been the object of study in the older class.Most of the research is based on behavioral level.What is the sense of number of low grade students ? What about the brain activity of number sense processing?How the number sense interacted with mathematics achievement and cognitive factors?There are no clear answers to these questions.So this paper takes the first grade students as the research object,and conducts a study on the characteristics of the number sense of behavior and ERP.Furthermore,we find the relationship between number sense,mathematics achievement and general cognitive ability by the analysis of the mediating effect.In this study,we selected 75 students in the first grade of compulsory education.In this paper,we mainly study the two problems by using the methods of survey,interview and ERP :the characteristics of first grade students' number sense;the relationship between number sense,general cognitive ability and mathematics achievement.And We have got the following conclusions:(1)Characteristics of students' sense of numberCharacteristics of behavior level.There were significant differences in the six dimensions of the students on diferent number sense level at the conceptual level.In the six dimensions,low ability group showed great deficiencies on the “digital computing”.And the high ability group and middle group was not significant.In the"story situation" dimension,the high ability group showed great advantages,but there was no significant difference between the middle and low ability group.All of the three groups showed significant difference in "digital meaning","digital representation","digital relationship" and "digital estimation".The high ability group showed the faster the reaction and the higher accuracy in terms of quantitative perception.At the neural level,the brain of the high group showed a right in the treatment of difficult tasks but no lateralization when deal with the simple processing tasks.In addition,the activity of the right hemisphere was greater than that of the simple task when dealing with the difficult tasks.But the left hemisphere showed no sensitivity to task difficulty.The low and middle group showed no laterality and the differences of task difficulty were reflected in the left and right hemispheres.(2)The number sense of students was related to their academic achievement and general cognitive abilityThe results of the mediating effect analysis further reveal the interaction between the three:The attention influences the mathematics achievement.On the one hand,it influences the mathematics achievement by reasoning ability of digital analogical;On the other hand,it influences the number sensen by reasoning ability of graphic analogy,then influences the mathematics achievement.Visual spatial relations(graphic construction and mental rotation)influence mathematics achievement.The two factors affect the academic achievement by affecting the number sense.Inference ability(digital analog,graphic analogies and graphic sequences)affects mathematics achievement.The three factors affect the academic achievement by affecting the number sense.Therefore,this thesis gets two conclusions.(1)The first grade students showed significant differentiation in the number sense,.And there were significant differences in behavioral and neural levels.(2)General cognitive ability is mainly influenced by the number of students' academic achievement.Not only provides a new empirical evidence for the understanding of the characteristics of the number sense of the lower grade students,but also provides the scientific guidance for the development of the early education practice.