Early mathematics enlightenment education covers a wide range, including the concept, set, classification, comparison, ranking, time and space of numbers, as well as the requirements for ability, emotion and attitude. Small class mathematics enlightenment education is to let small class children feel the superficial knowledge of mathematics, carry out preliminary mathematics training, stimulate children's interest in mathematics activities and cultivate children's ability to solve simple problems. Problems existing in small class basic mathematics education. Misunderstanding of the new syllabus. The new "Outline" requires "to feel the quantitative relationship of things from life and games, and to appreciate the importance and interest of mathematics", and to bring mathematics into the scientific field, and the components of pure mathematics knowledge are becoming less and less, especially the mathematics activities in small classes are almost completely integrated into games and life activities, and there is no separate mathematics subject, so some kindergartens ignore the mathematics education in small classes, which is unscientific. 2. The goal of simplification. The objectives of knowledge, ability, emotion and attitude are clearly put forward in the new Outline. We believe that in the process of learning mathematics in small classes, we should stimulate children's interest, develop children's agility in thinking, cultivate children's seriousness, initiative, perseverance and creativity, educate children to overcome difficulties and cultivate self-confidence, and so on, so as to lay a good foundation for children's lifelong education. But many of our teachers' teaching activity plans only put forward the goal of mathematical knowledge. For example, the goal of "seeing cards and putting things" in small classes is: 1. Perceive the number within three, learn the number with the same hand and mouth, and say the total; 2. Learn to place the corresponding number of objects according to the number of cards. For example, the teaching goal of "understanding 1 and many" is to perceive "1" and "many", express the number of objects with "1" and "many" and understand "1". It can be seen that teachers only pay attention to the enlightenment of children's mathematical knowledge, which leads to the failure of other goals. 3. Children's learning initiative has not been stimulated. For a long time, teachers only emphasize intuition. In activities, teachers use pictures and teaching AIDS to demonstrate and explain mathematical concepts. Some teachers are even more afraid that children in small classes can't abide by the operating rules, and they can't open or close, thus depriving children of the right to operate. In fact, the formation of children's mathematical concepts can be mastered not by listening to the teacher's lectures, but by watching the teacher's demonstrations. Mathematics education should focus on understanding. Children must establish contact and exchange between new knowledge and existing experience through their own operation of objects and constant interaction with matter, and construct mathematical concepts, especially for younger children. Studies have shown that children who engage in operational activities in mathematics activities are more likely to build a bridge between their life world and the mathematics world. Second, the implementation strategy of small-class mathematics enlightenment education 1. Serialization of activity content Mathematics is a highly logical and scientific subject, and its knowledge itself is interrelated and systematic. Krupskaya, an educator in the former Soviet Union, once said, "Mathematical knowledge is like a chain, and the following contents will not be understood ..." According to the characteristics of mathematical knowledge and the law of children's cognitive development, I chose the "shape" that is most suitable for small class cognition to start teaching. On this basis, I take the combination of numbers and shapes as the guiding ideology, and arrange the contents of small class children's mathematical activities according to the series, infiltrating mathematical knowledge such as classification, sequencing, graphics, set, correspondence and quantity. The content should be gradually improved, such as the understanding of the square. The design series are: perceive square, find square, circle and square (distinguish circle from square), combine square and change square (sort). Children gain experience about squares through repeated interaction with graphics. 2. The gamification game during the activity is the children's favorite activity. Abstract mathematical knowledge is closely combined with lively games, so that children can get rid of boring and abstract mathematical concepts and take the initiative to participate and learn spontaneously in a happy and relaxed atmosphere. Gain useful experience in applied mathematics. Children play games in a variety of ways, including multi-sensory games, sports games, intellectual games, competitive games and so on. In the game, we should pay attention to the following points: (1) Small class children are easily infected, and vivid game scenes can firmly attract children's attention, make them forget themselves and devote themselves to the role of the situation, so as to actively perceive mathematics. For example, in the classification of size, I use the "super change" program that children like, inviting children to be a magician, changing the graphics from small to large or from large to small, and children perceive the progressive and decreasing relationship in the sequence in the scene of being a magician. When designing games, teachers should pay attention to the arrangement of scenes to help children master the preliminary knowledge of mathematics, which is conducive to the development of children's observation, thinking and imagination. The scene should not be too novel and complicated, so as not to distract the children. (2) The intuitive action thinking of children in small operation classes determines that when they study mathematics, they can better understand some mathematical phenomena only through their own operations and fiddling with objects. Only by letting children move can they conform to the characteristics of children's initiative, accumulate perceptual experience and internalize mathematical knowledge in their active exploration and operation. For children in small classes, interval sorting is difficult. I will let them infiltrate necklaces, decorate scarves and make birthday cakes. In the process of creating and feeling beauty, children understand interval sorting, and some children can sort every two or three dimensions, which really surprised me. 3. Practical chemical tools of active substances refer to tools that provide children with knowledge through direct touch in mathematical operation activities, and are the media for children to acquire cognition. In mathematical operations, learning tools are suggestive, and appropriate learning tools can stimulate children's desire for active exploration and successful psychological experience. In the design and provision of children's operational learning tools, we pay attention to: 1. Pay attention to the color, size and quantity of learning tools, which are suitable for small class children and can arouse their interest in operation. At the same time, in order to adapt to children's different learning speeds and learning strategies, develop each child's "zone of proximal development" and provide mathematics activity materials with different difficulties to meet each child's development needs. 2. The design of materials is consistent with the objectives, practical under the premise of meeting the objectives, and serves many activities. 3, the diversity of materials is reflected in