A Survey And Research Of Fifth Grade Students’ Number Sense Development Condition

Our country has issued "full-time compulsory education mathematics curriculum standards(2011 edition)" in 2011(Hereinafter referred to as “Mathematics curriculum standard”(11)), compared to the one that was issued in 2001, the only one always in the first place is number sense,But its connotation, especially emphasis) have changed, fron "feeling" of "number" to "sense" and "enlightenment" of "number".This study does situation investigation and comparison research around the fifth grade students number sense development condition.Based on the theoretical research about Number Sense home and abroad, the research study surveys the level and analyzes about Number Sense between students from different nations and different areas from the cross-cultural angle, and analyzes the present situation of Kazakh and Han students. According to the results, to deep analyze the existing problems and find the causes, and put forward corresponding solutions and strategies.This study conducted a survey of the status quo of 338 the fifth grade of Kazakh and Han students’ number sense in China’s Xinjiang Yili Kazakh Autonomous Prefecture and Jilin province Changchun City from the six factors of number sense(the meaning of number, number representation, the significance of the relationship between the number, the number of operations, the number of estimates, and problem solving related to the number). A survey study respectively analyzed the overall trend of number sense, performance and the specific characteristics of all 6 aspects of number sense of two ethnic students, and the correlation between number sense and interest in maths study, parents’ cultural level.Through investigation and analysis the following conclusions:1.In terms of the overall trend of number sense, both Kazak students in Ili and Han students in Changchun, for the fifth grade students in elementary school, the girls’ number sense better than boys’, and girls number sense of individual differences less than boys.2.In terms of 6 aspects of number sense,for students of the fifth grade students in elementary school both Kazak in Ili and Han in Changchun,for the meaning of number, number representation,the number of operations,and problem solving related to the number,the girls’ number sense better than boys’;for the significance of the relationship between the number,the girls’ number sense better than boys’ in Changchun,and the girls’ number sense is the same as boys’ in Ili;for the number of estimates,the girls’ number sense better than boys’ in Ili,and the boys’ number sense better than girls’ in Changchun.3.About the characteristics of the development of number sense, both Kazak students in Ili and Han students in Changchun,for the fifth grade students in elementary school, Individual differences in the ethnic students is not significant.4.In terms of the overall level, Kazakh Students’ number sense has significant gender differences(p=0.001<0.05), and the girls’ is better than boys’;But there is no significant gender differences for Han nationality students(p=0.242>0.05).5. In terms of 6 aspects of number sense,there were significant gender differences for Kazakh students in two aspect of number representation(p=0.010),the number of estimates(p=0.000), and the others are not, and the level of girls’ number sense is better than boys’; There are significant gender differences for Han students only in one aspect of the meaning of number(p=0.047) and the level of girls’ number is better than boys’ in this aspect.6.For the Kazakh students in Ili, Students’ level of number sense have something to do with their interest in mathematics learning,the correlation coefficient is 0.260. That is, the higher of the students’ interest in learning mathematics, the higher sense level the students have;for the Han students in Changchun, Students’ level of number sense have nothing to do with their interest in mathematics learning.7.Students’ level to number sense of two ethnic groups has something to do with their parents’ educational levels,the correlation coefficient is 0.328,that is,The higher of parents’ educational level, the higher of the level of the students’ number sense.8.78% of Kazakh students’ parents is nomads,their socioeconomic status is low,but 42.5% of Han students’ parents is worker,17.5% is cadres,their socioeconomic status is relatively well.At the same time,Survey shows, the overall level of the Han students’ number sense in Changchun is higher than that of Kazakh students’, that is to say,in some extent, parents’ socioeconomic status affect the level of the students’ number sense, namely, the higher the parents’ socioeconomic status,the better the child’s number sense may be.In order to better improve the development level of the number sense in the fifth grade students in the Ili and Changchun,the author will give some Suggestions to improve the teaching of number sense in primary school:1.The government should use and develop effectively regional culture and national culture resources as a primary school teaching of number sense of curriculum resources, and should actively support to develop the library of primary school mathematics resources in primary school in national regions, in order to make resources of mathematics curriculum in ethnic minority areas abundant.First of all, to develop a suitable mathematics textbook for the ethnic area and to improve the applicability of the mathematics.Countries should publish relevant policy,and actively to support to develop elementary mathematics repository in national regions, and to write the mathematics teaching material of the primary school,making sure the background material and the conditions of the teaching material from things that is known by national students.Second, to develop actively the school-based teaching materials in national regions, and to promote the diversification of mathematics textbook. The related education department and school in ethnic areas should develop the targeted school-based teaching materials that is under the unified national standards,which according to the cultural background, life experience of this national students and so on,to make up for the inadequacy of universal teaching materials for national students.2.Teachers should respect fully differences form different nationalities in different regions and improve the students’ number sense in an orderly way and step by step.First, to improve the teachers’ understanding of number sense and to set up the awareness of teaching of number sense.National and local relevant education department should provide communication,demonstration, training and other channels for teachers in the west,in order to change the teacher’s awareness,to improve teachers’ understanding of number sense,to establish the consciousness of number sense teaching,to cultivate teachers to use "vision of number sense " to think,plan and manage the teaching, to make the number sense through mathematics teaching.Second, to make the students experience the meaning of number sense in all kinds of elements and grasp the essence of number sense.teacher should specify each number sense in every detail of mathematics teaching,and then guides the students to experience the number and the quantity relationship combined with the reality around,and finally make them overall grasp the number sense in the specific living environment,that can effectively improve the overall level of students’ number senseThird, to promote the students’ communication and to overcome the language barrier of the students in symbiotic conditions.Teacher should intentionally establish situation to strengthen communication and expression between different national students and students’ mathematical expression ability both inside and outside the classroom.On the one hand,teachers should pay attention to regulate their own mathematical language,and build a standard mathematical language environment for students, on the other hand, in the classroom, the teacher should provide more opportunities to express themselves in accurately using mathematical language.As long as students often imitate and train,they not only can overcome the ethnic students the language barrier,but can improve the students’ mathematical expression ability.Fourth,to create problem situation from the actual life, to cultivate students to live in the view of mathematics, and to exercise number sense in our daily life.In mathematics teaching, teachers should be actively create problem situation that associated with life,make students associate the number sense with the daily life and understand deeply the number sense. Especially in the teaching of number sense of Kazakh students, considering the limitations of the teaching materials used, the author thinks that, it should associate the culture of number sense with the students’ own nomadic life, in order to make Kazakh students know, experience and improve the number sense from their familiar scenario.Fifth,to inspire the students’ interest of mathematics study and to cultivate number sense. Teachers should fully understand the student’s education background, and adjust and modify properly teaching materials, combining the reality of the students’ life and the goal of the number sense, and stimulate students’ interest in learning, to let the students take the initiative to experience mathematics, number sense, which will be beneficial to the improvement of the students mathematics ability.