A Research Of The Status And Strategies In Teaching Condition Of Mathematical Estimation In Primary School

Estimation plays an very important role in primary school’s mathematics teaching,and it is an effective way to cultivate students’ number sense and numeracy.The "Mathematics Curriculum Standard of Compulsory Education(2011 Edition)" proposes a specific goal for estimation: " Selecting the correct unit for simple estimation by combining specific contexts,and understanding the estimation in daily life"," Enabling to select the appropriate method to make estimation in solving problems".In the international mathematics education community,it has become a worldwide trend to strengthen the student’s estimation ability.How to improve students’ estimation consciousness and ability in teaching has become a hot topic with the development of times.At present,teachers are also aware of the importance of students’ ability of estimation,but the classroom teaching of estimation is not perfect.There are still some problems to be solved in teaching.For instance,teachers ignore the estimation teaching,and students are unwilling to use estimation.If these problems cannot be solved properly,it will affect the teacher’s cultivation on students’ ability of estimation.Therefore,this paper will investigate the status of mathematics teaching in primary schools to analyze the main problems in teachers,students,and teaching,and provide corresponding strategies for estimation teaching.Through the teaching case design,it is expected that can provide a reference for teachers to conduct effectively in classroom teaching of estimation.The research methods of this paper are mainly literature,questionnaire survey and classroom observation methods.Firstly,the estimation in the “Mathematics Curriculum Standard of Compulsory Education(2011 Edition)” was arranged and studied.It was found that the curriculum standard emphasizes on the connection between estimation and number sense,and its requirement is that estimation should be used in a certain "context",which reflects that estimation is inseparable from real life.Secondly,to analyze and organize the layout of estimation in the primary school mathematics textbooks of the People’s Education Press.It is found that estimation is mainly presented in the field of “numbers and algebras”;the degree of difficulty in the arrangement of teaching materials is in line with the students’ cognitive rules;course objectives,courses content,teaching advices and other aspects have observed the relevant requirements of the curriculum standards.Thirdly,through the questionnaire survey on teachers,observations on estimation in classroom and feedbacks of student homework to understand the current status of estimation teaching in primary schools and analyze the main problems happened in teachers,students,and teaching;teachers are influenced by traditional teaching and they did not pay great attentions to estimation.During the estimation teaching,students’ learning interest cannot be stimulated,which is not conducive to improve students’ estimation consciousness and ability.Fourthly,as for the above existing problems,the corresponding teaching strategies of estimation is provided:Teachers should create estimation context when conducting estimation teaching;leading students to use estimation methods to solve problems and let students experience the estimation value to develop students’ estimation consciousness;it should be encourage them to use various estimation methods to solve problems;the process and results of estimation are with openness,and teachers must have scientific evaluation criteria for the evaluation on estimation.Fifthly,on the basis of giving estimation teaching strategies,the primary teaching design of mathematics estimation is developed to provide references to teachers of how to carry out classroom teaching of estimation.