Research on the Current Status of Quantitative Sense Teaching in Primary School Mathematics
Year: 2025
Type: article
Study design: Observational Study
Abstract: 量感作为唯一新增的核心素养在《义务教育数学课程标准(2022年版)》中被正式提出来，并明确表明培养学生量感有助于学生养成用定量分析和解决问题的习惯，是形成抽象能力和应用意识的基础，可见其重要性。为了了解小学数学教师量感教学的现状，对20名小学数学老师进行了问卷调查。研究表明：量感教学的重要性已经普遍得到了认可，但教师在量感教学这方面还存在：教学方式单一、教学内容脱离生活实际以及自身专业素养和教学能力不足的问题。笔者通过调查发现问题后提出5条策略：1) 积极创设趣味性教学情境；2) 重视实践活动，提升学生估测能力；3) 丰富教师量感理论知识；4) 挖掘教材知识，系统掌握量感体系；5) 参加校本培训，提升教学经验，以期对小学数学老师提升量感教学有参考价值。As the only newly added core competency formally proposed in the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), quantitative sense has been explicitly recognized for its importance in cultivating students’ habits of quantitative analysis and problem-solving, as well as its foundational role in developing abstract thinking and application awareness. To investigate the current status of quantitative sense teaching among primary school mathematics teachers, a questionnaire survey was conducted with 20 educators. The study reveals that while the significance of quantitative sense teaching is widely acknowledged, challenges persist, including monotonous teaching methods, content disconnected from real-life contexts, and insufficient professional competence and teaching capabilities among teachers. Based on these findings, the author proposes five strategies: 1) actively creating engaging teaching scenarios; 2) emphasizing practical activities to enhance students’ estimation and measurement skills; 3) enriching teachers’ theoretical knowledge of quantitative sense; 4) systematically mastering the quantitative sense system through curriculum analysis; 5) participating in school-based training to improve teaching experience. These recommendations aim to provide reference value for enhancing quantitative sense teaching in primary school mathematics.
Source: Advances in Education
Author: 义 刘
Institution: Jishou University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4410830761