The so-called mathematical literacy refers to the literacy of mathematical knowledge, skills, abilities, concepts and qualities acquired through individual's own practice and cognitive activities on the basis of human's innate physiology, influenced by acquired environment and mathematical education. It is gradually internalized in the long-term mathematics study. It includes mathematical knowledge and skills, mathematical consciousness, problem-solving ability, mathematical information exchange, innovative consciousness and so on. Teenagers are the reserve army of all-round talents and the future of the motherland, shouldering the sacred mission entrusted by history. Educating teenagers to study scientific and cultural knowledge hard and lay a good foundation, especially cultivating their mathematical literacy from an early age, is one of the keys to whether they can become all-round people. "Mathematics Curriculum Standard" clearly puts forward that mathematics education should be oriented to all students and realize "everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics ",emphasizing the foundation, popularization and development of mathematics curriculum. This is a breakthrough and innovation in the guiding ideology of mathematics education for many years. That is to say, under the guidance of this concept, we should realize the overall goal of mathematics education, improve students' basic knowledge and skills in an all-round way, vigorously cultivate students' emotional attitude and mathematical ability in learning mathematics, transform the concept of new curriculum standards into specific teaching objectives, and implement them in mathematics teaching activities one by one. I will talk about some of my own practices and experiences based on my own teaching practice. First, attaching importance to cultivating students' sense of numbers is an important part of a person's mathematical literacy. The so-called "number sense" refers to students' keen, accurate and rich perception and understanding of logarithm. The establishment level of number sense is an important symbol of students' individual mathematical literacy level. Mathematics curriculum standards point out that students' sense of number should be cultivated through mathematics activities. \x0d\ 1。 Create a life situation and enlighten the sense of numbers \x0d\ The famous mathematician Hua once pointed out: "One of the reasons why people have a boring and mysterious impression on mathematics is that mathematics teaching is divorced from reality." It can be seen that life is the source of mathematics. Without life, mathematics learning will be difficult, and "number sense" cannot be cultivated through teaching. Therefore, in mathematics teaching, we must closely contact with students' real life, fully tap students' living resources, build abstract mathematics on students' vivid and rich life background, let students feel and explore by themselves, observe and understand things around them with mathematical eyes, and express and communicate with mathematical language. This can improve students' sensitivity to logarithm, form a good logarithmic intuition, and thus inspire students' sense of number. \x0d\ For example, in the teaching process of "number recognition" in grade one, teachers can create a childlike situation: "Do students still remember the scene of kindergarten activity classes? We went to slide, swing and ride a wooden horse. " Students' fond memories of children's lives are gradually awakened. At this time, the teacher showed a cheerful and warm picture of children's activities with multimedia: "Do you want to check the equipment of this kindergarten with the teacher?" As a result, primary school students began to count: 1 slide, 2 swings and 3 wooden horses with great interest, thus experiencing a process of abstracting numbers from daily life and understanding their meanings. For another example, when teaching quality units, let students go to the market "I buy vegetables today", have a look, weigh them, estimate the weight of various fruits and vegetables, and carry out rich activities to let students fully experience the sense of numbers. It can be seen that situational teaching is the basis of cultivating students' sense of numbers. If we make good use of and create situations to experience and feel the practical significance of mathematics, students can not only construct their own knowledge and life experience more easily, but also gain rich representation and vital mathematical knowledge, so that they can fully feel that mathematics is everywhere, thus enabling their sense of numbers to sprout. \x0d\2。 Guide careful observation and establish a sense of numbers \x0d\ Mathematics is a subject of thinking, observation is the antenna of thinking and the basis for students to understand things, and observation is one of the basic methods for the formation and development of mathematical knowledge. Therefore, in teaching, teachers should guide students to observe the goal in an orderly, serious, multi-angle and all-round way, which can guide students to observe the picture and find mathematical problems; Observe the law and find mathematical problems; It can also guide students to express and exchange observed information with numbers, and help students learn mathematics knowledge and establish and develop a sense of numbers through a series of observation activities. For example, in the teaching of "number understanding" in all grades of the new curriculum, we should pay attention to let students observe first and then talk. For example, observe the thickness of a piece of paper, then observe the thickness of10,30,50 sheets, and then take out a stack (/kloc-0,000 sheets) of paper for them to observe the thickness. For another example, when teaching "Understanding of 0", teachers guide students to tell where they have seen "0" in real life. In this respect, students have rich life experience, such as "I have seen 0 in the scores of sports competitions"; "See 0 on the thermometer"; "There is 0 on the mobile phone"; There is a 0 on my ruler. Students intuitively realize that "0" not only means no, but also means the dividing point between thermometer and directional map; Mark the starting point on the ruler; Represents a date on a calendar; On the phone, the license plate and other numbers together form a number, which are all things around the students, and students can easily understand and accept them. In this way, students not only understand the meaning of numbers, but also initially establish a corresponding sense of numbers. \x0d\3。 Build a platform for activities and develop a sense of numbers \x0d\ Piaget said that activities are the lever for children's development. Through practical operation, let students realize that "number" is around, feel the interest and function of "number", and have a sense of intimacy with number. Therefore, in classroom teaching, teachers should provide students with a platform to fully engage in mathematics activities, always regard children's activities as the basis and carrier of the main development, provide open time and space for activities, give students room for cooperation, positive thinking and operation, and truly develop students' sense of numbers. \x0d\ When teaching the understanding of counting within 100, design a game to let the children count 100 sticks to see who can count quickly and well. The result of counting will be as follows: one by one; Number of groups; 10 root 10 root number. After ordering, the teacher asked a question: What did you find after ordering today? Students with a strong sense of numbers will say: I found that the graph number of 10 is faster and it is not easy to make mistakes. At this time, teachers should grasp students' understanding of the counting principle and let them discuss why the plot of 10 is not easy to make mistakes. Then tell the students to find a position for the number of 10 when counting, and put all the numbers of 10 in this position. Now we should give this position a name-"Ten". Counting one by one into groups is a leap in children's understanding of logarithm and develops students' sense of number \x0d\4. Strengthening the teaching of estimation and optimizing the sense of number \x0d\ estimation itself is an important aspect of the sense of number, which also reflects people's understanding and mastery level and its range of logarithm and quantity in actual situations, and also has important use value in daily life. Therefore, strengthening estimation can cultivate students' estimation consciousness and ability, improve the accuracy of calculation, optimize and consolidate students' sense of number. First of all, teachers should be good at grasping various opportunities, creatively developing the contents of teaching materials, and let students learn some basic estimation methods in exploration to explain the rationality of their own estimation. In this process, it is necessary to cultivate students' estimation methods and develop good estimation habits. Secondly, apply estimation. If 7.98×5. 1 is calculated, let students estimate it first, which can be regarded as 8× 5; Therefore, the product must be around 40, and then the pen is calculated; When encountering an engineering problem, "the road repair team needs to repair the road. It takes 60 days for team A to repair it alone, 40 days for team B to repair it alone, and how many days does it take for the two teams to repair it together?" Students can be asked to quickly determine the approximate time and then calculate it to improve the accuracy of the calculation. This kind of estimation is based on students' corresponding feelings, experiences and experiences accumulated in written calculation, which is very beneficial to the sense of numbers. Another example is the school's "Protect the Environment, Care for the Earth" activity. In order to increase persuasiveness, teachers can design such questions and let students estimate their answers. "If primary school students all over the country waste a small piece of paper every day, how many tons of paper do primary school students waste a year? How many trucks will be used for transportation? " The number of primary school students in this problem, the weight of a small piece of paper, how many tons a truck can carry and other data should be reasonably estimated and estimated on this basis. Such activities not only cultivate students' humanistic quality, but also improve students' estimation ability, leaving a comprehensive and deep impression on logarithm and optimizing the sensitivity of logarithm. \x0d\5。 Solve practical problems and improve the sense of numbers \x0d\ As we know, mathematics comes from life and is higher than life. Therefore, mathematics teaching should start with realistic, interesting or materials related to students' existing knowledge, guide students to ask questions and trigger discussions. In the process of solving problems, students can learn new knowledge, form new skills, and in turn solve the original problems, so that students' sense of numbers can be developed in the process of comprehensively applying mathematical knowledge to solve problems. For example, after teaching "division with remainder", let the students solve the problem of "43 people in the class go boating, and each boat is limited to 6 people." How many boats do you need at least? How to take a boat reasonably? " Through thinking and calculation, it is not difficult for students to come to the conclusion that they need eight boats. Teachers can let students talk about how to take a boat. The student's plan is 6× 7+ 1. 6×6+4+3; 6×5+4×2+5; 6×3+5×5, etc. In the process of communication, students will find that there is not only one way to find the answer, and there is not only one answer, so they know how to choose a reasonable plan. By solving problems in real life, students know the meaning of calculation and how to use the results of calculation, learn to choose appropriate algorithms to solve problems, learn to explain the rationality of the results, and form their own basic strategies to solve problems on this basis to enhance their sense of numbers.