使用改编的问卷对桂林市3所进城务工人员子女和城市当地学生共校初中数感发展调查后进行差异性分析，发现：（1）自然的共校共生环境下初中阶段进城务工人员子女与城市当地学生数感总分无显著差异，“能比较数的相对大小”维度上城市当地学生优于进城务工人员子女，应加强进城务工人员子女对数的密集性理解教学；（2）共校共生环境下的两年级进城务工人员子女与城市当地学生的差异分析显示，城市当地学生促进进城务工人员子女的数感发展，应使用合适的共生教学策略促进城市当地学生数感的良好发展；（3）共校共生环境下不同学校不同年级之间进城务工人员子女与城市当地学生的差异存在于不同维度，应指引专业的共生环境搭建，以促进进城务工人员子女与城市当地学生数感水平的共同发展。%The research perspective in the background of the sources of different communities migrant workers’ children and local student of city through issuing questionnaire. There are three conclusions: (1) In symbiotic environmental, migrant workers’ children and local student of city score of number sense test no significant differences, local student was better than migrant workers’ children in“compare the relative size of the number”. (2) In symbiotic environmental, local student to promote migrant workers’ children’s number sense development from Grade 7 to 9. (3) In symbiotic environmental, different schools different grade migrant workers children and local student’s differences exist in different dimensions.
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