(A) the connotation of the sense of quantity
Through literature review, the author found that there are three explanations about the sense of quantity at present: First, the sense of quantity is directly regarded as the sense of number, and the curriculum standard clearly points out that "the sense of number mainly refers to the perception of logarithm and quantity, the relationship between numbers and the estimation of operation results". Quantity is called quantity for short, which is the combination of number and quantity. Therefore, the perception of quantity is what we call a sense of quantity.
Second, the sense of quantity refers to the sense of scale, degree and speed of objects by the senses such as vision and touch, that is, the perceptual knowledge of the size, quantity, weight and thickness of objects. In primary school, the sense of quantity mainly refers to the perceptual knowledge of length, area, volume, time, quality and currency.
Third, the sense of quantity refers to the feeling that students infer the size of a certain quantity without using measuring tools, or infer that the quantity expressed in a certain unit is consistent with the size of an actual object. Everyone has a high recognition of the first two explanations, both of which emphasize individual learners' perceptual knowledge of quantity, which is gradually formed by people using embodied cognition through sensory organs.
(B) the main characteristics of the sense of quantity
The cultivation of sense of quantity is a long-term, repeated experience and constant revision process. Sense of quantity is a kind of perceptual knowledge, and perceptual knowledge is the one-sided, phenomenal and external knowledge of things by sensory organs. Students' perceptual knowledge of quantity in the initial stage may be one-sided and unstable, and they need to accumulate personal experience through repeated experience.
For example, for the sense of measurement of 1 m, if students are asked to draw the length of 1 m with open hands in the initial stage of learning, different students will have different answers, and the answers for horizontal and vertical strokes are also different. After constant experience and correction, different students' feelings about the unit quantity of 1 meter will tend to be consistent.
The establishment of sense of quantity is related to students' individual experience. The acquisition of concepts depends on appropriate experience, which is more important for students whose cognitive development is in the specific operational stage. This is especially true for the establishment of a sense of quantity. It is impossible to establish the concept of quantity if students have no relevant activity experience. In teaching, we all have a profound experience. Those students who have experience in related activities can often quickly form the representation of unit quantity in their minds and gradually establish the consciousness of unit quantity.
If a sense of weight of 1kg is established, some students can pick about 1kg apples from a pile of apples or 1kg rice from a big bag of rice, while others can't. This has a lot to do with students' life experience, because the former has similar experiences in daily life. They often buy fruit or help their parents sell food.