The Third-grade Students Number Sense Survey Of Conditions

Our country has listed the number sense as one of the ten core keywords again in "full-time compulsory education mathematics curriculum standards" that issued in 2011. Compared to the 2010 mathematics curriculum standards(trial version) is that the revision of the connotation and function of number sense has been described in detail.The new curriculum standards emphasize the importance and the effect of the number sense.Based on the results of existing research related to number sense study at home and abroad, this study established a Number Sense questionnaire maked of five dimensions to conducted a survey for the case of third-grade students in three primary schools of Chongqing City,contemporary,interviewed 6 teachers and students to study. In this investigation,it analyzed the real situation of third-grade students on the lever of number sense,the specific performances and characteristics of the various elements of number sense,investigated the gender differences between males and females and school environment differences. Discussed the relation between students’ level of number sense and their interest in mathematics learning.And proposed corresponding improvements and recommendations.The following are the main conclusions:1.From the overall level of number sense, it does not exist the gender differences between males and females, and the girls’ number sense better than boys’.2.In terms of the five elements of number sense, it scores best in the meaning of the number to third-grade students, and the number of problem solving achievement low scores; for the meaning of complex relationships between the number,using the appropriate policy to calculated and estimated,the meaning and the influence of mathematical operation on numbers Movies, problem solving,girls’ number sense better than boys’.3.It has a connection between the number sense of students and the different schools.Individual differences among students of the same school were not significant.4.Students’ level of number sense have something to do with their interest in mathematics learning.That is,the higher of students’ interests, the higher of the level of the students’ number sense.5.From the interview of teachers we learn:teachers have a poor information of Professional knowledge about the number sense,and because of lacking a sense of purpose, comprehensiveness and hierarchy on students training,they can not effectively cultivate students,number sense in the classroom.Finally, the researcher analysis of some factors based on the completion of this study article,and proposed some teaching suggestions.(1)Develop actively school-based curriculum, use of resources efficiently.(2)Contact with real life, rich curriculum resources, enhance students’ number sense.(3)Enhance teachers’ literacy to improve the cultivation methods.First, improve teachers’ level of understanding of number sense,and enhance teaching awareness.Secondly, distinguish each the culture method of each element of the number sense and grasp training ways overall.Then, promote exchange activities, strengthen language skills. Finally, create problem situations, then strengthen the number sense by problem solving.(4)Respect the trait of students, physically and mentality,arouse their interests.