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1.
钱娟 《数学学习与研究(教研版)》2015,(2):58
《数学课程标准》将培养学生的数感作为一个重要的教学目标,每名学生都应建立一定的数感.建立数感可以理解为"数学地"思考,这对每一个人都是重要的.事实上,估算与学生的数感有着密切的联系.在数的运算中,尤其是估算中,加强数感的培养是十分必要的.估算在日常生活与数学学习中有着十分广泛的应用,培养学生的估算意识,发展学生的估算能力,让学生具有良好的数感,具有重要的价值.在数学教学中,与估算有关的内容很多,教师不仅要教给学生科学的估算方法,还要善于运用,使学生理解估算的实质,从中培养学生的估算能力. 相似文献
2.
李芳芳 《读与写:教育教学刊》2011,(12):183
在小学数学课程中计算技能是一种最基本的数学能力,在教学中要加强计算教学,提升学生的数学素养,其中包括发展儿童良好的数感、培养学生学会猜测与估算、独立的数学思考能力以及运用于现实情景的能力。 相似文献
3.
正《数学课程标准》指出:"估算在日常生活与数学学习中有着十分广泛的应用,培养学生的估算意识,发展学生的估算能力,让学生拥有良好的数感,具有重要的价值。"目前,加强估算教学和提高学生的估算能力是国家小学数学教育改革的方向之一。因此,我们在教学中应加强估算教学,培养学生的估算意识,发展学生的估算能力,让学生拥有良好的数感。 相似文献
4.
《数学课程标准（实验稿）》指出“要发展学生的数感”。数感与估算是紧密联系的，培养学生的估算能力是发展数感的有效途径。 相似文献
5.
估算与数感密切相关,若能拥有良好的估算能力,则对促进数感的培养亦有帮助.教师在上课时既需要利用锚定效应,又需要预防锚定效应.在学生数感的培养过程当中,要合理进行"锚"式教学. 相似文献
6.
《数学课程标准》指出:“估算在日常生活与数学学习中有着十分广泛的应用,培养学生的估算意识,发展学生的估算能力,让学生拥有良好的数感,具有重要的价值。”因此,我们在教学中应加强估算教学,培养学生的估算意识,发展学生的估算能力,让学生拥有良好的数感。在教学实践中,我从以下几方面对加强估算教学进行了探索。 相似文献
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8.
文章对初一学生的数感水平进行微型调查,从调查结果发现,学生的数感发展与数学成绩相关,但相关程度居中等水平,男女生在同一年龄层次上数感发展无显著性差异;学生数感水平大多处于数感产生阶段;具备初步数感中数学表达和交流及合理性解释的能力;具备初步估算能力。 相似文献
9.
在新课程改革向纵深推进的过程中，一线的数学老师越来越感觉到学生数感差，计算能力有所下降。纵观世界各国，在对学生数感的培养上，大都有较高的要求，如英国虽然不赞成烦琐笔算，但十分重视心算和估算能力的培养：日本在课程大纲中明确提出了增加数学教学时间进行“计算的反复训练”以培养学生数感。良好的数感的建立有助于学生创新精神和实践能力的培养。培养学生数感是当前数学教学的一个重要任务。那么如何促进学生良好数感的形成呢？ 相似文献
10.
估算在日常生活与数学学习中有着十分广泛的应用,培养学生的估算能力,让学生拥有良好的数感具有十分重要的价值.估算能力,对提高学生的计算能力,发展学生的观察力,培养学生思维的灵活性、创新性和解决实际问题的能力等能起到积极的作用,也有助于学生数感的形成,从而有效地提升学生的数学素养. 相似文献
11.
《The Journal of educational research》2012,105(6):332-336
AbstractThe necessity for developing computational estimation procedures has been well established. However, the teaching of this skill has been neglected in schools. There is little information available on the cognitive processes used by most school-aged children when doing estimation problems. In this study, 26 middle school students, representing a variety of backgrounds and achievement levels, were individually asked to estimate answers to 12 computational problems and explain how they obtained their answers. They were not allowed to use writing materials. Results indicate that estimation skills are highly dependent upon a student’s "number sense." 相似文献
12.
This study aimed at clarifying the relative developmental influences of age, number‐sense and context on primary school children's ability to estimate measures. Children (6‐11 years) were first assessed on three aspects of number‐sense (mental computation, understanding of relative number magnitude and understanding of relations between numbers) and were then assessed on their estimation of length and area within each of two task contexts (a ‘story’ frame and a ‘textbook’ frame). While number‐sense was found to improve with age, estimation did not. However, an ability to use and perceive number relations, together with an understanding of the relative magnitudes of larger numbers, were found to influence children's ability to estimate area. Children of all ages were also found to estimate more accurately in the ‘textbook’ context than in the ‘story’ context. These findings are discussed with reference to the notion of estimation as a situated activity 相似文献
13.
Children's intuitive understanding of number, i.e. number sense, is associated with individual differences in mathematics achievement. To investigate the causal association between number sense, traditionally assessed with comparison or number line estimation tasks, and mathematics achievement, often assessed with an arithmetic test, an intervention study was conducted that aimed at training either comparison or number line estimation skills. We contrasted a comparison and number line estimation training. By doing so, we wanted to address the question which intervention had the largest effect on arithmetic. In addition, such a direct comparison between comparison and number line estimation trainings would allow us to get more insight in the association between both tasks. Participants were 151 five-year-olds that were randomly allocated to either an experimental condition (i.e. comparison or number line estimation) or one of the two control conditions (i.e., active control condition and empty control condition) in a pretest-posttest design measuring number knowledge, (non-)symbolic comparison and number line estimation and arithmetic. The results showed that both comparison and number line estimation trainings had a positive effect on arithmetic. However, the absence of transfer effects from one task to another, also suggested that comparison and number line estimation rely on different mechanisms and probably influence arithmetic through different mechanisms. 相似文献
14.
ABSTRACTChildren and animals of all kinds are said to develop some degree of number sense. The search for ‘number neurons’ and neural correlates of computational thinking aims to identify biological primitives to explain the emergence of number sense. This work typically looks for the sources of number sense in organisms, but one might extend this search and study the possibility of a calculating matter more generally. Such a speculative project explores the implications of the non-human turn within the posthumanities. In this paper, I draw primarily on the work of Vicky Kirby and Gilles Deleuze in order to focus on becoming-monster through calculation. I show how calculation, as a machinic and empirical act that both serves and troubles images of mathematical truth, has always played a unique role in the production of mathematical monsters. I then discuss calculating children who participate in abacus clubs and annual abacus competitions, calculating at inhuman rates with imaginary abacuses. I argue that a new materialist philosophy of immanence demands a radically new approach to number sense. 相似文献
15.
Amal Hussain Alajmi Robert Reys 《International Journal of Science and Mathematics Education》2010,8(1):117-139
This research documents Kuwaiti eighth grade students’ performance in recognizing reasonable answers and the strategies they
used to determine reasonableness. The results from over 200 eighth grade students show they were generally unable to recognize
reasonable answers. Students’ performance was consistently low across all three number domains (whole numbers, fractions,
and decimals). There was no significant difference in students’ performance on items that focused on the practicality of the
answers or on items that focused on the relationships of numbers and the effect of operations, or on both. Interview data
revealed that 35% of the students’ strategies were derived from two criteria for judging answers for reasonableness: the relationships
of numbers and the effect of operations, and the practicality of the answers. They used strategies such as estimation, numerical
benchmarks, real-world benchmarks, and applied their understanding of the meaning of operations. However, over 60% of the
students’ strategies were procedurally driven. That is, they relied on algorithmic techniques such as carrying out paper-and-pencil
procedures. Additionally, some of the students’ strategies reflected misunderstandings of how and when to apply certain procedures.
Given these findings, mathematics education in Kuwait should shift the emphasis from paper-and-pencil procedures and provide
systematic attention to the development of number sense and computational estimation so Kuwaiti students will be more adept
at recognizing reasonable answers. 相似文献
16.
The purpose of this study was to examine the relations of various cognitive abilities and aspects of math performance with computational estimation skill among third graders. Students (n= 315) were assessed on language, nonverbal reasoning, concept formation, processing speed, long‐term memory, working memory, inattentive behavior, basic reading skill, arithmetic number combination skill, double‐digit computation skill, and computational estimation ability. One‐way analysis of variance indicated significant differences in estimation skill among students of low, average, and high math computation performance. The unique predictors of estimation skill were arithmetic number combination skill, nonverbal reasoning, concept formation, working memory, and inattentive behavior. 相似文献
17.
The main purpose of this study was to investigate the number sense performance of 3rd‐graders in Taiwan, and to diagnose areas of weakness or deficiency in number sense development. A total of 808 3rd‐graders participated in this study. The results indicated that these students did not perform well on each of the five number sense components (correct rates approx. 34%), and they appeared worst on the performance of “Judging the reasonableness of computational results”. Boys and girls did not show any appreciable difference in their ability to solve number sense problems. The importance of number sense should be highlighted both by teachers and in textbooks and more time and opportunity provided for students to work on this type of exercise at lower grade levels. This would require that “drill and practice” exercises in mathematics should not indeed be over‐ taught, and the teaching of number sense to children should begin as early as possible. 相似文献
18.
Seffetullah Kuldas Santi Sinnakaudan Shahabuddin Hashim Munirah Ghazali 《Education 3-13》2017,45(5):586-598
Although the early development of children's number sense is a strong predictor of their later mathematics achievements, it has been overlooked in primary schools in Malaysia. Mainly attributable to underdeveloped number sense of Malaysian primary and secondary school children, their inability to handle simple mathematics tasks, which require the understanding of basic mathematical concepts, numerical estimation, and mental computation, is a cause for worry. To enhance the perception of curriculum designers and mathematics teachers about why and how number sense ought to be developed, this article serves as a review of essential components, theoretical framework, and test of number sense. 相似文献
19.
Factors contributing to success in mathematical estimation in preservice teachers: Types of problems and previous mathematical experience 总被引：3，自引：0，他引：3
Gail S. Gliner 《Educational Studies in Mathematics》1991,22(6):595-606
Variables that may affect success in mathematical estimation in preservice elementary teachers were studied. A multiple regression analysis was performed in order to predict success on a 25 problem estimation test. Subjects' answer to the question, “Are you good at math?” was the best predictor of success on the estimation test. Other important variables were college grade point average, years of study of mathematics, and enjoyment of mathematics. Not only were average mathematics grades not related to estimation score, but they were negatively correlated to estimation score. Half the subjects saw problems in an applied format, and half saw the same problems in a computational format. The number of subjects answering problems correctly in the application format was significantly greater than the number of subjects answering questions correctly in the computational format. This result was contradictory to results usually found for finding exact answers with pencil and paper. A reason for greater success on problems in the application format may be related to the fact that the applied problems involved money, a very relevant type of problem in which to quickly estimate an answer. 相似文献
20.
For several decades computational estimation is seen as an important topic in primary mathematics education. While previous narrative literature reviews on computational estimation summarized the available research on computational estimation abilities in students and adults, the present systematic literature review focuses on the measurement, development, and stimulation of computational estimation abilities in kindergartners and primary school children. Reviewing 28 studies revealed that these abilities were mostly investigated from 8-years old onwards by using a variety of measures. Age-related improvements in estimation performance and strategy use were observed in most studies. Only very few studies addressed the targeted stimulation of computational estimation abilities. The current review identified several gaps in the research literature, such as the absence of studies investigating the relationship between computational estimation performance and other basic numerical and mathematical abilities in children, and the paucity of longitudinal studies on the development of computational estimation ability. 相似文献