Tibetan And Chinese Pupils Comparison Of The Number Of Flu

"shugan"is called"Number Sense"in English, but it can also be translated into"several sleep"or"several consciousness".In American standard of math course, Number sense is explained like this:"Number Sense, which is shown from all different meanings of numbers, is a straight feeling about numbers."In Chinese standard of Math Course,"Number Sense"is not only confined to"feeling"or"sense", it also consists of the thought. Number Sense is a basis for us to understand numbers or even math, therefore, cultivating pupils'number sense is of great importance.Based on the theoretical research about Number Sense home and abroad, the article from the cross-cultural angle studies the different understanding about Number Sense between students from different nations and the root of the difference. From what we have studied we find: First,the overall understanding level of the Tibetan students and Han students to the number sense is not high. Second. there exists obvious distinctness in the understanding level of number sense between Tibetan and Han students. Overall , on the same testing and studying condition , the Han students' number sense level is more higher than the Tibetan students' . Third. Comparing the three schools tested Han students with Han students and comparing the Tibetan students with Tibetan students , on the whole , we find that there is no big difference in the three school Han students' number sense and also there is no big difference in the three schools Tibetan students' number sense .Fourth. In different learning environment , the diversity degree of the Tibetan and Han students' number sense level is dramatically different . Fifth,The Tibetan and Han students have some common character in the number sense test . The scores that the Tibetan and Han of same school in different latitudes get account for well-match percentage in the total score . It indicates that at the same school the Tibetan students master better content is the same as the Han students. The Tibetan students poorly grasp content which the Han students is also not good at. However, the Tibetan and Han students have obviously difference at every latitude . That is, the Han students' number sense level is better than the Tibetan students'.Sixth. Students' understanding level to number sense have something to do with their parents' educational levels . The more proportion that the higher education of the students' parents accounts for, the higher number sense level the students have is. On the contrary, the understanding level to number sense is low. At last, the most critical period of Number Sense progress is the primary grades. And the importance of Number Sense education should lies in the foremost part of compulsory education. Therefore, we should provide abundant scene and guide them experience the amount through observation; leave enough time and chance for them to count the quantity of the elements in material object or specific object during the teaching .Set up relation to concept and reality of number, comprehend the reality meaning of concept, and promote their development of Number Sense finally.