Investigate And Analyze Of Content Of Computational Estimation And Teaching Of Computational Estimation In Primary Mathematics

Since the 80 years of 20th century, in the mathematics curriculum reform in basic education at home and abroad start a high degree of concern and attention is the question of estimates. In the U.S., estimated capacity-building is as important goals and inspection standards of mathematics education clearly stated. In addition, the United Kingdom, France, the Netherlands and other countries also put estimated capacity in the mathematics curriculum. In the "full-time compulsory education mathematics curriculum standards (trial version) "(hereinafter referred to as the "standard"(trial version)) is also clear stated that the need to strengthen estimates. However, relative to the exact calculation concerned, the current awareness of estimate in basic education is less clear. The main problems of this thesis are to understand the content of primary mathematics textbooks in the setting and the situation of teaching of estimation.In this study, mathematics curriculum standards and mathematics textbooks of primary school as the text analysis objects, primary mathematics teachers for the survey object, mainly using text analysis and questionnaires for thesis work. Text analysis method is mainly used for text analysis of mathematics curriculum standards and primary mathematics textbooks, to understand the requirements of estimation of teaching in mathematics curriculum standards and to understand the settings of estimated contents of textbooks; questionnaire survey method is mainly used for questionnaire of primary mathematics teachers, in order to understand the current situation of the teaching of estimates.The results show that:First, the two "standard" attach great importance to estimate, but the requirements of the estimates is different.The estimated requirements of "standard"(trial version) and "standard"(revised) (the cases excluded) were not with the specific contents and knowledge together. "Standard" (trial version) does not have specific contents about estimation methods, the "standard" (revised) emphasizes that let students know the specific methods of estimation.Second, as to Beijing Normal University Version, primary school mathematics textbooks put emphasis on estimates, but lack the system description of estimation methods.1. Primary school mathematics textbooks of Beijing Normal University Version meet the "standard" (trial version) requirements on the presentation and effects of the contents of estimation.2. Primary school mathematics textbooks of Beijing Normal University Version with outstanding features on the presentation of the contents of estimation. 3. Primary school mathematics textbooks of Beijing Normal University Version have greater room for improvement on set and present of the contents of estimation.Third, survey results show that the primary mathematics teachers have consciousness to estimation, but can not handle a good grasp of the teaching of estimation.Teachers have a certain understanding of estimation and the value of estimates, but also lack of awareness. Teachers do not have a good grasp of estimation skills. Teachers are lack of knowledge on the teaching of estimation. Teachers could not handle the standard of estimates.In order to improve the teaching of estimation, propose the following suggestions: First, strengthen the teaching of estimation should from mathematics curriculum standards for start.The second is to strengthen the system description of estimation methods in the mathematics textbooks.Third is to strengthen the awareness and understanding of the teaching of estimation of mathematics teachers.