Senior Pupils Number Sense Studies

Since the ministry of education first put forward the number sense in 2001,the number sense has become a hot topic in recent years.It is emphasized that the number sense of students in the process of mathematics learning is the problem that has been concerned since the foundation education mathematics curriculum reform in the fall of 2001.From a number of research perspective,there have been many untargeted research,is the cultivation of sense of number sense of connotation,more explicit knowledge level,in-depth study for the development of the students are less,more a feeling of overall performance,the performance of all aspects,this article came up on the basis of analysis and summarizes the overall development situation of elementary number sense.In this study,on the basis of existing research at home and abroad for reference,through the logarithmic feeling of sense of connotation,the number of the constituent elements of literature,the connotation of the number sense is defined as:"number sense is logarithmic,the relationship between the number and the number of a kind of feeling,formation and development experience in digital relationships and digital model,using this model and relationship to reasoning and the ability to solve mathematical problems."The constituent elements of several senses are divided into six aspects:the meaning of Numbers,the representation of Numbers,the relationship between Numbers,the operation of Numbers,the estimation of Numbers,and the number of problems.And according to the six elements of number sense sense of design for test,through the test and interview method to yanji B sixth grade students number sense the development status of research,analysis of the overall level of primary school students number sense,each dimension level present situation and the radar map model reveals the model of the primary number sense.Through to the part of test students interview with yanji sixth grade B test class of elementary school mathematics teacher should teach the T1 on "number sense" classroom teaching as the problem of the number of students are the basis of cause analysis.Based on the analysis and analysis of the research results,the following three conclusions are drawn:(1)Estimation of weak consciousness;(2)The problem solving ability of mathematical model is relatively weak;(3)Lack of deep understanding of mathematical abstract concepts.According to the conclusions drawn from this study,the author puts forward several Suggestions to cultivate the students' number sense:(1)strengthen the estimation teaching,and pay attention to the cultivation of the estimation ability;(2)focus on variable teaching and sublimate several senses in solving problems;(3)create a sense of situational culture.