Preschool children's mathematics learning is highly dependent on movements. The younger the age, the stronger the dependence, such as counting activities, number composition, addition and subtraction, classification, sorting, measurement and so on. Preschool children all perceive and understand through physical operation activities. Preschool children need to fiddle with, observe and compare operating materials to gain direct perceptual experience. If judging whether a number is singular or even, the teacher provides a corresponding number of toys for preschool children to find friends in pairs. If every object can find friends, it means it is even. If the last object has no friends, it is singular. After repeated calculation and summary, preschool children can know that 1, 3,5,7,9 are singular, 2,4,6. It can be seen that preschool children can have a preliminary understanding of odd and even numbers, so as to prepare for understanding that the number divisible by 2 is even and the number divisible by 2 is singular, so as to truly understand the meaning of odd and even numbers.

Children's mathematics learning process;

Representation is the intermediate link of directly perceiving abstract thinking. Representation refers to the impression left in the mind by things perceived in the past. Mathematical representation has the characteristics of thinking, generality, creativity and movement. Above the concrete level, below the abstract level. It can't reflect the essential attributes of things like abstract concepts. It is the intermediate link of children's direct perception of the objective world to abstract thinking. The function of representation is to promote the internalization of perceptual experience into abstract mathematical concepts. In order to help preschool children establish correct and rich representations in their minds, it is necessary to create suitable physical and mathematical situations for them according to their cognitive laws. Through models, pictures and operations, preschool children can perceive from multiple angles, senses and forms, gain perceptual experience and enrich the accumulation of appearances. For example, in the process of learning addition and subtraction, first, preschool children can realize addition and subtraction on a concrete level with the help of visual materials such as objects and pictures, and then, with the help of oral application problems without visual materials, they can arouse the images in their minds and develop their ability of addition and subtraction on the representation level, thus making necessary preparations for preschool children to develop their ability of addition and subtraction to the abstract level. Finally, abstract mathematical concepts are formed on the basis of concrete experience and representation.