A Survey On The Current Situation Of Number Sense Among Seventh-grade Students And A Research On Training Strategies

Number sense is the first of the ten core concepts proposed in the Standards for Mathematics Curriculum for Full-Time Compulsory Education(2011 Edition).It is a necessary mathematical literacy for students and the basis for students to learn and master other mathematical literacy.It can be used in people’s lives.Cultivating students’ number sense can promote students’ mathematical thinking and understanding,improve students’ innovative spirit and practical ability.More and more mathematics educators have begun to pay attention to the study of number sense,and have put forward their theoretical and practical viewpoints and training strategies.However,these studies have not carried out a substantive investigation on the status of number sense among middle school students in China.Therefore,the research needs to be further deepened.This paper uses the literature review method,questionnaire survey method and interview method to investigate the current situation of number sense in seventh grade students.It mainly studies the definition of the meaning and constituent elements of number sense,the current situation of number sense in seventh grade students,and the training strategies of number sense.The author uses the literature review method to define the connotation of number sense as:number sense is a perception of the relationship between numbers and numbers,and the ability to reason and solve problems using number relationships and number patterns.Determine the constituent elements of number sense The meaning of numbers,the expression of numbers,the relationship between numbers,the operation of numbers,the estimation of numbers,and the problem of solving numbers.Then the author compiles a set of seventh-grade students’ status of number sense based on the connotation,constituent elements and characteristics of number sense In the questionnaire,after the pretest and modification of the questionnaire,the seventh grade students of a middle school in Xi’an adopted stratified sampling to select the students in the four classes for the questionnaire test,and the reliability and validity of the questionnaire were tested with SPSS software.In order to ensure the reliability of the conclusions and obtain more and more valuable information,the author uses interview method to interview some students and teachers.After comprehensive analysis,the following main conclusions are drawn:The overall situation of number sense in seventh grade students is average.In particular,the test results in the two dimensions of the estimation of the number and the problem of the number are relatively poor;The main problems that students have in the process of forming a sense of number are:(1)the number will not be expressed in many different ways;(2)the estimation is poor,the meaning of the estimation is not understood,and the estimation will not be performed;(3)The meaning of calculation is inexplicable.In response to these problems,the author proposes the following number-sensing training strategies for front-line teachers:(1)enhancing the awareness of students’number-sensing,allowing the cultivation of number-sensing to penetrate into various aspects;(2)Strengthening the study of the meaning of numbers,and laying a solid foundation for the development of number sense;(3)Attaching importance to students’ estimation training to form number sense;(4)Paying attention to variant teaching and sublimating the number sense in problem solving.The author uses individual teaching fragments as examples to illustrate each training strategy.The example of the number seven in the first volume of the Beijing Normal University’s seventh grade explains the four training strategies.