Investigation And Research On The Present Situation Of The Number Sense Of The Seventh Grade Students

The core literacy of mathematics is an important subject in the current reform of mathematics curriculum.Developing students' core literacy of mathematics is not only beneficial to the realization of the fundamental task of cultivating morality,but also helpful for students to observe the world with mathematical eyes,think about the world with mathematical thinking,and describe the world with mathematical language.Nowadays,the ten core concepts put forward in "Compulsory Education Mathematics Curriculum Standards(2011 Edition)" have been recognized as the ten core literacy,among which the number sense is the first of the ten core literacy.The establishment of number sense is to learn to think "numerically",so the cultivation of students' number sense is of great significance to the implementation of the core literacy of mathematics.The purpose of this study is to investigate the current situation of number sense of seventh graders in the context of core literacy.The author conducted an investigation on 329 seventh-grade students from three middle schools in Shijiazhuang City by compiling number sense test papers from content dimension and level dimension,and analyzed the overall performance of seventh-grade students in number sense and the specific performance of each component.At the same time,the questionnaire and interview survey were conducted on the front-line teachers in junior high schools to understand their understanding and training of core mathematics literacy and number sense.On the basis of the analysis of the survey results of students and teachers,targeted teaching suggestions and scientific teaching design were put forward.The main conclusions of this study are as follows :(1)The overall performance of number sense of seventh graders tested is below average.(2)From the perspective of level dimension,the seventh grade students perform better in the level of knowledge understanding,followed by the level of knowledge transfer,and poor in the level of knowledge innovation.(3)From the perspective of content dimension,the seventh grade students perform well in the meaning,representation and operation of numbers,and generally perform in the relationship and problem solving of numbers,while perform poorly in the estimation of numbers.(4)The main problems of the seventh graders in number sense were:(1)Poor understanding of the meaning of negative numbers.(2)Poor estimation awareness and limited estimation skills.(3)Poor understanding of operational meaning and inability to select appropriate algorithms.(4)Poor performance in understanding and using the number line.(5)Insufficient ability to think and solve problems mathematically.(5)There is no significant difference in number sense among seventh grade students of different genders.There is no significant difference in number sense between S middle school and E middle school.There is significant difference in number sense between S middle school and H middle school,and between H middle school and E middle school.According to the above research conclusions,the following suggestions are put forward:(1)The aspects of teacher development:(1)Change the concept and attach importance to the study of number sense theory.(2)Pay attention to the combination of number sense theory and teaching practice.(2)The aspects of student development:(1)Pay attention to creating situation in the teaching of number concept.(2)Pay attention to the cultivation of estimation ability.(3)Focus on understanding the meaning of the operation and encourage algorithm diversity.(4)In the teaching process,we should pay attention to the cultivation of the combination of numbers and shapes,so as to develop the sense of numbers.(5)Develop number sense in problem solving.