Research On The Development Status Of The Number Sense Of Fraction Among Rural Primary School Students

With the development of quality education,the development of students’ number sense has received more and more attention.Number sense refers to a person’s general understanding of numbers and operations,as well as the ability to deal with mathematical problems in daily life through flexible and effective strategies(such as estimation,mental arithmetic).It is the foundation of all mathematics courses and is key to influencing students’ understanding of mathematical concepts.Therefore,it is very important to promote the development of students’ number sense.As an expansion of the number system,fraction is a very important content in primary school,with abstraction,complexity and uniqueness,and the number sense contained is different from integers and decimals.In addition,previous studies on number sense have focused less on rural areas,the foundation of students in rural areas is weak,teachers do not know enough about the specific connotation of the number sense of fraction,and lack of strategies to cultivate the number sense of fraction of students will affect the development of the number sense of fraction of students,so it is necessary to pay attention to the development of the number sense of fraction of rural primary school students.Based on this,this study mainly focuses on three questions: " What is the current development status of the number sense of fraction of rural primary school students","What are the factors affecting the development of the number sense of fraction of rural primary school students ",and " How to promote the development of students’ number sense of fraction in fraction teaching ".The research mainly uses literature analysis method,questionnaire survey method and interview method,and uses the adapted "Primary School Students’ Number Sense Test Paper" as the research tool to test 455sixth-grade students in four rural primary schools in Ganzhou City,select seven students for interviews,and conduct questionnaire surveys with 30 mathematics teachers in four schools,so as to understand the development status of the number sense of fraction of rural primary school students.The study concluded that,overall,the number sense of fraction of rural primary school students was generally not high,and that boys performed better than girls in number sense overall.On the five dimensions of number sense,students performed best in understanding the multiple representation dimensions of fractions,and the worst in understanding the impact of operations on logarithms.There was no significant difference between students of different genders in comparing the relative size of fractions and developing multiple calculation strategies and judging the rationality of calculation results,but there were significant differences in understanding the meaning and relationship of fractions,understanding multiple representations of fractions,and understanding the impact of arithmic numbers.This study believes that the main factors affecting the development of the number sense of fraction in rural primary school are: teachers’ insufficient understanding of number sense,teachers’ influence on test-oriented education,and the limitations of teachers’ own abilities;Students have a weak foundation,insufficient understanding of the concept of fractions,and are affected by traditional written arithmetic,weak estimation awareness,and poor estimation ability;The complexity and abstraction of fractional knowledge.Based on the above conclusions,the following teaching suggestions are put forward: first,primary school mathematics teachers should study the number sense in depth and clarify the importance of cultivating students’ number sense;The second is to attach importance to the teaching of the concept of fraction,and help students understand with the help of a variety of intuitive models;The third is to strengthen the cultivation of students’ estimation awareness and pay attention to the diversification of estimation strategies.