A Case Study Of Creating Mathematics Learning Circumstance For Pupils

Number sense is one of the essential literacy of people in modern society,and it is also one of the core accomplishments proposed in the "Mathematics Curriculum Standard for Full-time Compulsory Education." Situation creation is an important concept advocated in the "Mathematics Curriculum Standard for Full-time Compulsory Education" and is an important means for cultivating students' mathematical literacy.Through the combing of relevant literatures,it is found that the research on the use of contexts to create students' sense of number is relatively weak,and the characteristics,principles,and methods for creating student contexts are not clear.Therefore,this article is based on this question,and studies through relevant cases to provide some reference for first-line teachers to cultivate students' sense of number by creating situations.In this paper,literature study method is used to comb related research on number sense and situation creation.Through the classroom observation method,we observed the importance and methods of several primary school mathematics teachers in different stages of cultivating number sense.Case studies are used to analyze relevant cases.The three dimensions of number sense in the “Course Standards”: number and quantity,quantity relationship,number calculation and result estimation are used as research perspectives,and the following conclusions are drawn:The situation of cultivated sense of number has the following characteristics: from shallow to deep,gradual and gradual;dilute forms,pay attention to essence;pay attention to mathematical logic and strengthen experience.The principle of satisfaction is: the principle of blending,the principle of coherence,the principle of process,and the principle of autonomy.The general methods are: creating situations by analyzing students' real backgrounds;creating situations with appropriate gradients;creating colorful mathematical activity situations.