Research On The Present Situation Of Estimation Ability Of The Middle Elementary School Students Of S District,Chongqing

As an important mathematical idea and calculation method,estimation can not only simplify the problems in real life,but also has important significance for cultivating students' number sense and calculation ability.With the new curriculum reform,our country clearly put forward the estimation as one of the important content of elementary school mathematics in the "Compulsory Education Mathematics Curriculum Standards(2011 Edition)",and put forward the requirements for the estimation ability.The development of estimating ability has a significant impact on students' learning mathematics and improving their mathematics literacy,and the third and fourth grades of primary school are the key period for the cultivation of integer estimating ability.Therefore,this article conducts an in-depth discussion on the status quo,existing problems and causes of the middle elementary school students' estimation ability,and puts forward suggestions to promote the middle elementary school students' estimation ability development,so as to improve students' mathematics ability.This article is based on the development theory of estimation,the theory of partial knowledge mastery and the theory of pedagogical content knowledge.It takes 520 middle elementary school students in Chongqing S District as the research object.It mainly uses educational testing methods,focusing on estimation awareness,estimation strategies,and the use of estimation to solve practical problems.The five aspects of question ability,estimated performance,and estimation error types are used to evaluate students' estimation ability,and use questionnaire survey method to further investigate students' estimation awareness and estimation strategies;supplemented by interview method,12 students and 12 students A primary school mathematics teacher conducted in-depth interviews,trying to explore the problems and their causes in the development of estimation ability of the middle elementary school students of S District in Chongqing.The survey results show that the overall level of estimation ability of the middle elementary school students is average.Among them,students are aware of the importance of estimation;students have a richer overall estimation strategy library,and rounded estimation strategies are the most widely distributed;students solve practical problems more frequently than wrong solutions;students have the best estimation results in integer addition.However,there are also the following problems in the development of the middle elementary school students' estimation ability: students have weak estimation awareness and poor estimation ability;students' individual estimation strategies are single,and the frequency of use is different;students have various types of estimation errors and poor number sense;students have insufficient problem-solving skills,Lack of reasonable judgment;teachers are inaccurate in the estimation requirements,and the estimation strategy is limited;teachers don't pay enough attention to the estimation content,and the scores of the test papers are small;teachers don't implement the estimation teaching in place and fail to integrate real life.Meanwhile,from the aspects of students,teachers,and schools,the reasons leading to the low estimation ability of middle school students are analyzed: students have negative emotions in estimation and are accustomed to accurate calculation;teachers lack scientific understanding of estimation ability and fail to guide students in estimation methods,estimation teaching is influenced by actuarial teaching Ideological constraints;the school's estimation ability doesn't have a cultural background.Based on this,this article proposes suggestions to promote the development of estimation ability of the middle elementary school students from the aspects of students,teachers and schools.First,students should strengthen estimation skills and improve estimation ability: students should pay attention to estimation learning and apply effective strategies flexibly;students should strengthen estimation exercises.Get in the habit of estimating.Second,teachers attach importance to estimating teaching knowledge and show the value of estimation: teachers should carefully study the curriculum standards and clarify the connotation and requirements of estimation;teachers should adopt targeted teaching methods and focus on combining estimation teaching with life.Third,schools should enrich the cultural heritage of estimation and guarantee the quality of estimation:schools should strengthen the training of teachers' estimation skills and improve teachers' estimation ability;schools should develop estimation curriculum resources to enrich students' experience of using estimation to solve problems.