Research On The Development Of Students’ Number Sense In The First Stage

Number sense is one of the core qualities proposed in Compulsory Education Mathematics Curriculum Standards(2022 edition).The formation and development of number sense plays an important role in students’ current mathematics study and even their future work and life.The first school period in primary school is a key stage to cultivate students’ number sense,which has a self-evident guiding role in the cultivation of pupils’ number sense level.Therefore,it is of certain research significance to understand the current situation of students’ number sense level in the first school period in primary school.Based on the literature and existing research on number sense,this study explore the level of number sense of primary school students.Total 287 students and mathematics teachers in the first stage of primary school in B City and D School were surveyed using questionnaire to find the situation in the development of students’ number sense.To explore the factors of number sense,this study also explore the specific strategies to further develop the level of number sense through using semi-structured interviews with mathematics teachers in the first stage and used case analysis.The characteristics of the students’ number sense in the first stage are as follows: firstly,the overall level of students’ sense of numbers development in the first academic stage can not be guaranteed;Secondly,the development level of the number sense is not at the same level;Thirdly,there is no significant gender difference in the development of number perception;Fourthly,students’ understanding of the meaning of logarithms is not thorough;Fifth,students lack the ability to convert between numerical representations;Sixth,students have weaker ability to compare the relative size of numbers.Through further research,there are eight underlying factors: firstly,the development of students’ thinking level is not mature;Secondly,students have less practical life experience and have a shallow understanding of the meaning of logarithms;Thirdly,students are unfamiliar with the form of numerical representation and are unable to correctly represent numbers;Fourthly,students have a weak grasp of numerical benchmarks,resulting in poor mastery of quantitative relationships;Fifth,the overall understanding of number perception among teachers is not deep enough;Sixth,the awareness of cultivating students’ sense of numbers is weak;The teaching method of cultivating a sense of number is too rigid;The effect of cultivating a sense of number is not significant.This article draws two research conclusions: there are differences in the number perception characteristics of students in the first stage of primary school,and the development of students’ number perception is related to individual and teacher factors.In view of this,the article proposes four improvement suggestions: firstly,we can start from strengthening the understanding of number sense,using textbooks as the foundation,exploring materials to cultivate students’ number sense,using learning to promote thinking,and providing students with mathematics learning strategies to comprehensively improve their level of number sense;Secondly,create a life context and understand the meaning of numbers in a targeted manner;Thirdly,utilize multiple representations to understand the representation of numbers;Fourthly,apply the idea of combining numbers and shapes and attach importance to oral language expression to understand quantitative relationships.