On The Number Of Primary And Secondary Sense In Chengdu Theory And Survey Research

Number sense, an awareness and application of number, is an essential math accomplishment and direct reflection of math formula and theory. By means of number sense test and research on a large scale, 6 scholars such as Robert Rey formulate the theoretical frame of number sense evaluation. They also list three strategies and six dimensions which make up the number sense. This paper is to assess students'level in five aspects of comprehension of number meaning and relationship between numbers, application of benchmarks, understanding of calculation and proper application of learning strategies.This paper is to conduct research on the current situation of the number sense of students in grade 6 and 7. The research is carried out from the following aspects: grade difference, intensity of number sense, sex difference, and region difference.The research shows, the majority of the students are used to solving problems by means of accurate calculation, while only a minority can do it by means of number sense. The findings are the following:The best performance is in the understanding of the multiple relationships between logarithms and number; the second best, comprehension of numbers; the third best, comprehension of the calculation; the next is the appliance of benchmarks, the poorest is on the aspect of appliance of strategy and judgment and explanation of the rationality of the results. Judging from the five aspects mentioned above, most students are good at step-by-step calculation instead of applying conception understanding.On balance, when in a higher grade, the number sense improves. Among the five aspects, there is no great difference in understanding the meaning of calculation and the relative influence of logarithms and the proper appliance of strategy. However, in the other three aspects, great differences can be observed.As far as the general condition of number sense is concerned, there is no great difference in between the two grades. But the difference does exist between the female and male students in grade 6 when girls'number sense is apparently superior to the boys', while in grade 7, the difference is narrowing, and boys accumulate the number sense with age and gradually outdo girls.As for region difference, there is no great difference among students in the same grade and the same school. When in different schools, students in more developed areas are more likely to cultivate a better number sense. Such imbalance can be adjusted and coordinated with the communication among students.In the end, such advices are put forward in accordance to the findings of the research.