Development Study On The Number Sense Of Lower Grade Students Based On ERP

Number Sense located on the top ten core concepts of mathematics curriculum standards,is one of the core aspects of mathematical ability.Since the "number sense" was proposed,it has been widely concerned.However,the development characteristics of students' number sense is not yet clear,particularly there are very few studies on low-level students,besides,most studies have focused on behavioral awareness,only a small amount EEG studies.Based on above phenomenon,study selected 65 students from the first grade primary school in Jianggan District of Hangzhou City as the research object of longitudinal tracking experiment.Using the questionnaires of number sense,computer graphics test,ERP test,make a systematic study of the cognitive behaviors and the characteristics of brain electrophysiological activities of students' number sense in grades one to two.The research mainly studied three issues: first,to find out the characteristics of number sense of first grade student,second,to find out the characteristics of number sense of first grade student,last,to study the characteristics of number sense of the lower grade students? Experimental results shows as follows:(1)The characteristics of number sense of first grade studentOn the level of behavior,in terms of perception,students in the high-sensitivity group had a higher correct rate and a shorter response time.In general,students with a good sense of number can make accurate judgments in less time.In terms of concept,students existed significant differences(P<0.05)between the three groups in four dimensions of number sense(“the Meaning of Number”,“the Size of Number”,“Number and Operations” and “Number and Estimation”).Among the test,in the “number and calculation” dimension,there was no significant difference between the middle-high groups(P>0.05),and the other two groups had significant differences(P<0.05).On the electrophysiological level,in the task of number's comparison,first grade students have demonstrated right-handedness of brain N1 components(P<0.05);the intensity of N1 activity in the right hemisphere for difficult tasks was significantly higher than that in the left hemisphere(P<0.05),the left hemisphere did not show sensitivity.(2)The characteristics of number sense of second grade studentOn the level of behavior,in terms of perception,students with high sense of ability in the number sense group had higher accuracy and less reaction time.In terms of concept,second grade students existed significant differences(P<0.001)between the three groups in four dimensions of number sense.On the electrophysiological level,students had greater N1 amplitude in the right hemisphere than in the left hemisphere,and showed N1 right-handedness,but for both types of tasks,there is no sensitivity in the left and right hemispheres.(3)The development characteristics of number sense of lower grade studentsOn the level of behavior,in terms of perception,compared with the first grade students,the second grade students' correct rate in the dot matrix plot increased significantly,while the response time is significantly lower.It means that student's sense of ability improved significantly.In terms of concept,“the Meaning of Number” had little difference between the first and second grade students(P=0.453>0.05),and the second grade occupied a great advantage in the other three dimensions,both were significantly different from the first grade(P = 0,less than 0.001).It means that “the Meaning of Number” may germinate earlier and reach maturity levels quickly,the other three areas may have a longer development process.On the electrophysiological level,on the hemisphere lateralization,both grades of students showed N1 right-handedness,it means that the right hemisphere plays an important role in the development of number sense.Right-handedness germination is early and stable.In mission sensitivity,only the first-grade student's right hemisphere is sensitive to two types of tasks.However,with the growth of age and learning experience,students' ways of dealing with number sense have become more and more mature.