Investigation And Research On The Development Status Of Students’ Sense Of Quantity In Primary School Grades 3-6

The education reform proposes the comprehensive development of quality education,and the cultivation of students’ core competencies has become the key to promoting and implementing quality education.In this context,primary education with fundamental and developmental characteristics needs to pay more attention to the implementation of core competencies in subjects.Therefore,the "Mathematics Curriculum Standards for Compulsory Education(2022 Edition)" explicitly states the goals and requirements for cultivating mathematical core competencies."Sense of quantity" as a newly added core competency in elementary mathematics education aims to help students develop the habit of using quantitative methods to understand and solve problems,and its specific cultivation requirements have been clearly stated.Therefore,paying attention to the development of primary school students’ sense of quantity is extremely important.Based on this,this study selected 372 students from grades 3-6 of J Primary School in KM City as the research object,compiled a paper-and-pencil test and practical operation test for students to investigate their sense of quantity,and combined literature analysis,interview,and case analysis methods to study the following three questions: First,what is the current status of the development of primary school students’ sense of quantity? Second,how to effectively cultivate primary school students’ sense of quantity in teaching? Third,what are the teaching strategies for cultivating primary school students’ sense of quantity?Through the investigation of the current status of primary school students’ sense of quantity development and the teaching practice of cultivating primary school students’ sense of quantity,the following conclusions were drawn after sorting and analyzing:(1)The development status of primary school students’ sense of quantity.Based on the investigation of the current status of students’ sense of quantity development in grades 3-6,the following results were obtained: primary school students’ sense of quantity gradually improves with the increase of grade,showing a good development trend,the fourth and fifth grades are the key periods of development,and the sixth grade reaches its peak;there are significant differences in the level of students’ sense of quantity at each grade;there is no significant difference in the level of the sense of quantity between male and female students.Based on the summary of the results of quantitative and qualitative analysis,it was found that there are still some problems in the development of primary school students’ sense of quantity,such as some students not having a deep understanding of unified measurement units;the cognition of standard measurement units needs to be further strengthened;most students’ reference systems are relatively weak;some students need to further strengthen their calculation skills in quantity;their sense of quantity in weight,area,volume,and capacity needs to be improved;their ability to solve problems in practical operation tests is relatively poor.(2)Teaching practice for cultivating primary school students’ sense of quantity.Based on the analysis of the current status of primary school students’ sense of quantity development,three lessons,"Grams and Kilograms" "Understanding Area Units" and "Volume and Volume Units" were selected for teaching design and practice,forming three teaching cases for cultivating primary school students’ sense of quantity.This demonstrates the specific thinking and measures taken in teaching to effectively cultivate primary school students’ sense of quantity.(3)Teaching strategies for cultivating primary school students’ sense of quantity.Based on the investigation of the current status and teaching practice,through reflection and summary,the following teaching strategies are proposed for cultivating primary school students’ sense of quantity: understanding the unity of measurement units and perceiving the standard of quantity;attaching importance to the perception of unit quantities and establishing the representation of quantities;attaching importance to the establishment of reference objects and learning to estimate quantities;knowing the rate of progression of similar quantities and strengthening the operation of quantities;combining the calculation of geometric quantities to deepen the cognition of quantities;designing comprehensive practical activities to promote the application of quantities.