Research On Strategies Of Cultivating Elementary School Students’ Quantity Sense

Quantity sense refers to the intuitive perception of the measurable attribute and size relationship of things.It is a kind of ability,which is higher than the level of knowledge and skills.It is the understanding of the essence of mathematics and a kind of thinking activity.From the process elements of students’ measurement learning,this study divided cultivation of the quantity sense into three parts: the attribute of quantity,the measurement of quantity and the estimation of quantity,and designs the interview and questionnaire questions accordingly.The purpose of this study is to find out the current situation and existing problems in the cultivation of primary students’ quantity sense,and explore the cultivation strategies of primary students’ sense of quantity.Through the research method of combining questionnaire survey and interview,according to the standard(2022 edition),the questionnaire survey is conducted on the cultivation status of students’ quantity sense in three years among three representative primary schools in Zhongshan.And then we come to the following conclusion:(1)As for the cognition of unit attributes,students have a good grasp of time units,but are easy to confuse length units,area units and volume units.From the perspective of the learning process,students’ learning of units of measurement is passive,and they do not have the demand for knowledge of units of measurement in cognitive conflict,nor do they develop the experience of thinking about problems by using the relationship between units of measurement,and they have weak perception of large numbers + small units.(2)In terms of the measurement of quantity,teachers in class overstepped their students’ Operating,and students only relied on the measurement knowledge by pictures.This approach ignores students’ full experience in life or in class,and lacks the basic activity experience to cultivate students’ measurement.(3)In terms of the current situation of quantity estimation,students’ awareness of quantity estimation is weak,and no effective estimation strategy has been formed: unit iteration,reference,mental transformation of estimation before estimation;The perception of superposition is not deep,lack of reasoning imagination.All of these are important factors affecting the improvement of quantity sense ability.Based on the above research results,the author puts forward the following teaching suggestions: Firstly,to let students experience the generation of units of measurement and initial sense of quantity in the construction of quantity knowledge;Secondly,to give students the opportunity to personally measure and develop the sense of quantity in quantified objects.Thirdly,to attach importance to the representation of students’ unit quantity and internalize the sense of quantity in the comparison of quantity.Fourthly,students should pay attention to the accumulation of various estimation strategies and deepen the sense of quantity in the communication of quantity.Fifthly,to guide students to use computational reasoning to drive the perception of "a lot" and strengthen the sense of quantity in the imagination of quantity.There are still many shortcoming in this study,such as the sample is small and the data are limited;the design of test should be more perfect;the evaluation system of quantity sense is not formed,which proves the effectiveness of the cultivation strategy of quantity sense in primary schools.