In the math area, let children choose to play games according to their own wishes, instead of forcing children to play games according to the teacher's intention. Let children achieve the joy after success through their own efforts and enhance their self-confidence. Create an environment for them to start communicating with others, guide children to actively explore and manipulate materials, and teachers should adjust, pay attention to and reflect on them in time, and constantly enrich the operational materials in the activity area, thus promoting the development of children's ability. Key words: mathematics field, autonomy, exploration, interest, material, ability. The purpose of small class children learning mathematics is to attach importance to the cultivation of emotion and attitude in mathematics learning, so that children can start from problems, understand learning, judgment and decision-making in operation, and apply mathematics knowledge to their own life practice. Because children's mathematics education tends to children's own feelings and experiences, attaches importance to children's sensory participation and emphasizes children's intuitive input. The development of small class mathematics activity area is a beneficial extension and supplement of kindergarten mathematics teaching activities. Therefore, regional activities not only expand children's thinking, but also encourage children to carry out independent, cooperative and inquiry learning, and cultivate children's innovative spirit and practical ability, which is an inevitable trend and realistic requirement for deepening mathematics teaching reform. In the form of group activities, children are provided with a lot of opportunities for thinking and hands-on operation, so that children can play their enthusiasm, initiative and creativity in the activity area and develop at the original level. Children in small classes are easily influenced by external things, and their interest in the same game is often limited to a few minutes or at most ten minutes. Then, how to carry out mathematical regional activities under the premise of small class children's age characteristics? First, the content of the math activity area should be consistent with the goals of recent math activities. Teachers should be clear about the specific goals of mathematics activities this semester and this month. If there are goals, they can consider designing a mathematics activity area to achieve a certain goal. Run educational intention through the content of mathematics activity area, and create a good environment consistent with mathematics goals. The recent study content of mathematics in my class is mainly 1-5. So my class created "feeding small animals" to let children feed rabbits, puppies, kittens and other small animals respectively, and also created "fishing kittens" activities to let children review and consolidate their recent math activities in the activity area by feeding the amount of food and counting the fishing times. In addition, teachers can also provide individual education and consultation for children of different levels. Operating games in regional activities not only meets the needs of children's hands-on operation ability and learning communication, but also enables children's learning experience to be reviewed and consolidated in time. More importantly, children are deeply impressed by observation, exploration, operational perception and experience, so as to effectively improve their attention, observation, operational ability, language expression ability and thinking ability, and make them feel endless fun in activities, thus promoting their active learning. It not only updates the teaching means and methods, but also improves the teaching quality. It can display teaching materials more vividly, stimulate children's interest in learning, and play a great auxiliary role in teachers' recent teaching. Second, the setting of math activity area should conform to the cognitive characteristics of small class children of all ages. Piaget, a Swiss psychologist, believes that the concept of number is not learned by children, but perceived by children themselves, and the real life experience and life scene should be the background of children's perception of the concept of number. The concept of numbers in children's minds comes from their thinking when they make logical mathematization of life reality, and is constructed on the basis of logical mathematics experience through reflection and abstraction. Small class children are mostly self-centered, thinking mainly in concrete images, and their attention is not easy to concentrate, so the materials provided should be vivid, concrete and intuitive. Small class children are easy to imitate in the cognitive process, with poor learning purpose and weak task consciousness. Animals are often regarded as adults, even inanimate objects can talk, move and think, and they are their own kind. They often talk to "small animals", which reflects the "human-like" characteristics of children's thinking. Because of this, our class set up the plot of feeding small animals in the regional activities that let children score 1-5. Children can review what they have learned in play and talk with animals. "I fed you three bones, puppy." "Are you full?" Children's language expression ability has also been developed, and they are more patient in playing games. Fishing, for example, is to use the game method to integrate the concept of number into the game, so that children can put the caught fish into the corresponding small basket and learn and understand the number of points. Therefore, the quality of activity materials directly affects the quality of regional activities. We should be good at putting the corresponding materials according to the requirements of education and teaching and the needs and interests of children. Such games fully mobilize the initiative and enthusiasm of children to learn mathematics, so that children can learn happily. Third, combined with teaching activities, determine the guiding focus of the weekly math activity area. With the deepening of teaching, we are concerned about how to combine the mathematics activity area with the current teaching activities, so that the mathematics regional activities can be more naturally integrated into the teaching activities, and even become the crowning touch of the curriculum. In the teaching process, it is found that the time of small class group activities is relatively short, and teachers can't guarantee that every child can master certain knowledge and skills. However, if the content of group activities can be extended to math regional activities, children will have more operation time and opportunities for further exploration. For example, in the teaching activity of "counting", we focus on the number of points that children do not repeat according to the number of items. We put a series of materials in the math activity area, including "kitten fishing" used in group activities, which fully meets the needs of children's hands-on operation and helps them develop their counting ability. Through weekly centralized guidance combined with teaching activities, it can basically ensure that every child is exposed to the content of mathematics learning. For some children who don't have a good grasp of knowledge and skills, we can also be aware of it, give more attention and give more targeted guidance. Fourth, according to the different levels of children, create a wealth of mathematics activity area materials. After this period of practice, it is found that the development level of the concept of children's number is very different. This requires our teachers to invest different materials to create a rich mathematical activity area. Whether the materials in the math activity area are rich and changeable has a great influence on whether the small class children can actively participate in the operation and stimulate their desire to operate. Due to the special age characteristics of small class children, they are easily bored with similar goods or materials, often attracted by irrelevant stimuli, and their attention is easily diverted. Rich and varied materials can arouse the interest of small class children and make them like and willing to participate in activities. By putting in different levels of materials, teachers can help children with slow development to further learn some knowledge and skills, and give them encouragement and help; For children who have mastered some knowledge and skills, teachers can also stimulate their interest in further exploration and meet their needs for higher development. Make an activity plan before regional activities, and prepare corresponding materials according to the target requirements. These treatments are prepared according to the specific conditions of the children in this class, and I also noticed the differences in children's abilities. The same materials are prepared at different depths when the children put the materials for feeding animals on the idea cards. . . (3 points). . . . (4 points). . . . . (5 points) The operation board is divided into difficulty and difficulty, so that children of all levels of ability can accept and meet the requirements, and gradually increase the difficulty according to the changes of children's different development stages, so that children's abilities can be improved from low to strong, and their skills can be gradually improved. Small-class regional activities are activities of children's self-learning, self-exploration, self-discovery and self-improvement. It has a relatively relaxed activity atmosphere and flexible activities, which can meet the different needs of children and fully develop their personality. In the activity area, let the children choose to play games according to their own wishes, instead of forcing them to play games according to the teacher's intention. Let children achieve the joy after success through their own efforts and enhance their self-confidence. At the same time, in the process of regional activities, I found that the materials in the activity area don't have to be varied, but they must be interesting to children and easy to operate. Moreover, the purpose of education should be suitable for children's age characteristics and easy for children to master. The choice of materials should be novel, safe and durable. By observing children's regional activities, I realize that children also have a rich emotional world like adults. However, due to the lack of knowledge and experience of small class children and the narrow scope of activities, we should be close to their lives, enrich their perceptual experience and always pay attention to their interests and needs when creating activity areas for them. Create an environment for them to start communicating with others, guide children to actively explore and manipulate materials, and adjust, pay attention to and reflect on them in time, and constantly enrich the operational materials in the activity area, thus promoting the development of children's ability.