The Influence Of Using Life Situation Estimation In Classroom On The Estimation Ability Of Fifth-grade Primary School Students

Estimation is a method commonly used in daily life to estimate the range of operation results.It makes the operation simple and convenient,and the estimation is also an important part of the sense of quantity.The sense of number is the core key of the mathematics discipline in the compulsory education stage.The first word,choosing the right method to cultivate students’ estimation ability is one of the key points in the current mathematics calculation teaching work.In the existing research,a large number of methods for cultivating the ability of primary school students to estimate are discussed.The most frequent occurrence is the estimation of teaching by means of life situation estimation.However,there is not systematic explanation on how to select or compile life situation estimation questions,and there is not corresponding practice.It is impossible to verify the validity of people’s perceived life situation estimation questions for the development of primary school students’ estimation ability.Therefore,in this study,the researchers use Tao Xingzhi’s "life is education" thinking,Freudenthal’s "mathematical reality." The viewpoint is based on the theoretical basis to explain the three characteristics of the life situation estimation problem,namely: the real life from the familiarity of students,the practicability of the estimation and the clear expression of the characteristic words.Then,two fifth-grade students from the same school were selected as experimental subjects.The poor performance class was the experimental group,and the excellent class was the experimental two group.Both experimental groups introduced the same life situation estimation in the classroom.The exercises and explanations of the questions,and the test ability of the two experimental groups were tested before and after the experimental intervention.The experimental results found that:(1)The practice and explanation of introducing life situation estimation questions in the classroom can improve the estimation ability of the fifth grade students.Before and after the experiment,the performance of the estimated ability of the two class participants in the pure calculation estimation problem was better than that in the situation estimation problem.The estimation ability of the excellent class students was stronger than that of the poor class students.(2)The growth rate of students with poor performance is higher.The growth rate of the “differentiation method”,“correct estimation method” and “correct result” included in the estimation ability of the students in the performance class is higher than the growth rate of the students in the three dimensions.(3)There are differences in the development of fifth-grade students in different dimensions of estimation ability.The development speeds of the two groups of experimental subjects in the three dimensions of “estimation method”,“correct estimation method” and “correct result” are successively decreasing,indicating that the estimation of teaching by means of life situation estimation can make the subject estimate Consciousness been better developed.After that,12 first-line primary school mathematics teachers from different schools were selected as interviewees to understand their actual situation of estimating knowledge,estimating teaching and using life situation estimation questions in teaching.The interview results show that the current first-line mathematics teachers understand the importance of estimation and the benefits of estimating teaching through life situation estimation questions,but because of some reasons for reality,they have fewer estimates and less suitable life situation estimation questions,which provides a realistic basis for analyzing experimental results.