In order to urge teachers to pay more attention to children's learning process, better observe and evaluate children and promote their individual development more effectively. Recently, a seminar on "Mathematics Corner Materials" was held in our garden to discuss the provision of materials at all ages in kindergartens and the situation of children's games, so as to satisfy children's desire for hands-on operation, help children actively construct the concept of numbers and experience the application of mathematics in life.

Under the leadership of Director Xu and the head of the teaching and research group, we will review the mathematical cognitive goals in the Outline and Guide together, and learn and discuss the core experience of the concept of numbers in Preschool Education magazine together. What is the core experience of the concept of logarithm for teachers in each class? What are the development tracks and characteristics of children in this class? What appropriate materials should be provided for the regional activities of mathematics?

With ideas and directions, teachers in each class actively collect materials and boldly express their thoughts and ideas on the selection and design of materials for mathematics corners. For example, in the small class "Compare Length" corner activity, we designed the theme of "Thomas Train" to provide children with different sizes of operating materials, including the same color and length and different shapes; The same length, different colors and shapes allow children with different ability levels to choose freely, promote the development of each child, and also reflect the fun of playing with something. The middle class can provide free combination materials and puzzle materials. For example, in "Graphic Variations", the teacher provided a rubber band and a wooden stick operation board, so that children can not only spell out shapes by themselves, but also try and correct them in time and finally succeed. In large classes, you can also add some materials such as writing notes, so that children can record their problem-solving methods and operation results in the form of pictures, so that teachers can understand their children's operation through notes or conversations after activities. We actively discussed the teachers' ideas and put forward some suggestions for improvement. The atmosphere of teaching and research activities was warm, and everyone expressed their opinions. They have rational and emotional thinking on every question, put forward dialectical views on materials, and opened up every teacher's thinking.

Guided by the Guide and the Core Experience of Preschool Children's Mathematics Learning and Development, teachers have designed and produced suitable and exploratory materials, which has also played a very good role in promoting teachers to better carry out mathematics regional activities, observe and analyze children and adjust game materials in time.