Research On The Current Situation Of Number Sense Of Junior Three Students

Number sense is one of the ten core concepts of compulsory education mathematics courses.The establishment of number sense helps students understand the meaning of numbers in real life,and understand or express quantitative relationships in specific situations.With the continuous expansion of students’ concept of number,students will have a deeper understanding of the relationship between number and quantity.The development and cultivation of number sense of junior high school students has its own particularities.Based on the existing research,this research analyzes the status quo of number sense of junior three students,finds out the factors that affect the development of number sense of junior three students,and puts forward suggestions for cultivating number sense of junior three students.According to the description of number sense in "Mathematics Curriculum Standards for Compulsory Education(2011 Edition)",the main research tools are the third year students’ number sense survey test paper and the third year students’ number sense questionnaire,and the three institutes in Lanzhou City,Gansu Province A sample of 289 junior high school students,using literature research methods,test paper survey methods,questionnaire surveys,interviews and other research methods to investigate the current situation and influencing factors of the number sense of junior high school students.The status quo of the number sense of the third-year students:(1)From an overall point of view,the number sense of the third-year students is at an intermediate level as a whole.From the perspective of the six performance dimensions of number sense,students perform well in the representation of numbers and the calculation dimensions of numbers;they perform relatively well in the problem-solving dimension;they perform in the general meaning dimension of numbers;they perform relatively poorly in the estimated dimension of the calculation results.;The performance dimension of the quantitative relationship is the worst;(2)The number sense of junior high school students has significant differences between different schools;(3)The number sense of junior high school students has no significant difference in gender.Through questionnaire survey and interview analysis,the factors affecting the number sense development of junior three students are as follows:(1)Student factors:the cognitive structure related to number sense is not perfect,the mastery of number-based mathematics is not strong enough,and daily life Lack of experience;lack of interest in mathematics learning,lack of awareness of thinking problems in mathematics;(2)teacher factor: insufficient understanding of the connotation of number sense,lack of goals and comprehensiveness in training students’ number sense;not paying attention The creation of the situation;ignoring the standard expression of mathematics teaching language;(3)family factors: parents lack the opportunity to provide students with the opportunity to apply mathematics in life,and do not pay attention to guiding students to solve math problems.Based on the investigation of the number sense status of junior students and the analysis of factors affecting the development of junior students’ number sense,suggestions for cultivating junior students’ number sense are put forward:(1)Teachers should change their mathematics teaching concepts and improve their own understanding of number sense;(2)Teachers should pay attention to the systematic teaching of numbers to deepen students’ understanding of the meaning of numbers;(3)Teachers should pay attention to creating life situations in teaching to deepen students’ understanding of quantitative relationships;(4)Teachers should allow students to clearly estimate Significance and value,pay attention to the cultivation of students’ estimation ability;(5)Teachers should pay attention to the standardization of mathematics teaching language to promote the development of students’ sense of number;(6)Parents should connect with the reality of life and seize the right time to cultivate students’ sense of number.