| Quantity sense is the core quality of mathematics newly added in the Mathematics Curriculum Standards for Compulsory Education(2022 Edition),and is also one of the manifestations of mathematical vision.The formation and development of quantity sense is helpful for students to understand and solve problems with quantitative perspective,improve the mathematics application consciousness and abstract ability.The fourth grade is an important period of students’ transition from image thinking to abstract logical thinking and a key stage of the formation and development of quantity sense.Therefore,this study takes the fourth-grade students of A Primary school in Jinan City as an example to study the development status of quantity sense in primary school students,and proposes strategies to cultivate quantity sense in primary school students according to the research results.First of all,on the basis of combing and analyzing literatures related to quantity sense,this study defines the connotation of quantity sense as: "Quantity sense refers to an individual’s intuitive perception of a measurable attribute and its size and ability to estimate and infer based on the observation and experience of things and the ability to master certain knowledge of mathematical measurement." Secondly,based on the analysis of the content related to quantity sense in Compulsory Education Mathematics Curriculum Standard(2022 Edition),quantity sense is divided into six components: knowledge of quantity,choice of quantity,comparison of quantity,estimation of quantity,calculation of quantity and problem solving,which are taken as the test dimension of the test paper of quantity sense.Through sorting out the content about quantity sense in the human edition primary school mathematics textbook,the investigation scope of the quantity sense test paper is determined,and on this basis,the quantity sense test paper is compiled.Thirdly,220 students in grade four of A Primary school in Jinan were measured through the volume test,and the overall performance of students’ quantity sense and the performance of various dimensions were statistically analyzed.At the same time,some students and teachers were interviewed to sort out the problems of students in the test paper and analyze the influencing factors of the problems.Finally,aiming at the problems existing in the development of pupils’ quantity sense,combined with the factors affecting the problems,the cultivation strategy is proposed.Through the research,the main conclusions are as follows: the overall level of the four-year primary school students’ quantity sense is not high;They perform well in the dimension of quantity comparison and quantity cognition,but not well in the dimension of quantity selection and quantity problem solving,but poorly in the dimension of quantity calculation and quantity estimation.There is no significant difference in the quantity sense of fourth grade students in gender;The results of six dimensions of students’ quantity sense were significantly correlated;There is a positive correlation between students’ quantitative sense and their interest in mathematics learning.The development of quantity sense of primary school students still has the lack of estimation consciousness,and the estimation ability is weak.The perception of large units of measurement is weak;Perimeter and area are confused;The computation ability of quantity is weak.To solve the above problems,this study analyzes the factors affecting the development of quantity sense in primary school students from the two aspects of students themselves and teachers’ teaching,and puts forward the following cultivation strategies:strengthen the understanding of quantity sense,improve the teaching level;Attach importance to estimation teaching and improve students’ estimation ability;According to students’ thinking characteristics,carefully design teaching activities;Improve the evaluation of quantity sense to help students form quantity sense. |
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