Research on Strategies for Cultivating Number Sense in Lower-Grade Primary School Students through Gamified Teaching

本研究聚焦小学低段数感培养，针对传统教学中存在的教学模式固化、分层教学缺失及评价体系单一等现实困境，探索游戏化教学的创新路径。基于认知发展理论与学习动机理论，提出“真实生活情境”“阶梯式任务”“多元评价”三大设计原则。建议未来通过强化真实生活情境的深度融合、优化阶梯式任务的精准设计、完善多元评价体系建设，来深化游戏化教学与数感培养的有机融合，为小学数学核心素养培育提供可推广的实践范式。This study focuses on the cultivation of number sense in lower-Grade primary school students. Aiming at the practical dilemmas in traditional teaching, such as rigid teaching models, lack of stratified teaching, and single evaluation systems, it explores innovative approaches to gamified teaching. Based on cognitive development theory and learning motivation theory, three design principles are proposed: “real-life contexts”, “stepped tasks”, and “diverse evaluation”. It is recommended that in the future, the deep integration of gamified teaching and number sense cultivation can be enhanced by strengthening the deep integration of real-life contexts, optimizing the precise design of stepped tasks, and improving the construction of diverse evaluation systems, so as to provide a promotable practical paradigm for cultivating core mathematical literacy in primary schools.