How did I guide the activity area (3) —— Guidance for the math school district/Chen Lei comments/Li Jimei In the math area, we provide systematic and appropriate materials for children to discover the quantitative relationship between objects through their own hands-on play and operation. Practice has proved that operational learning activities are an appropriate way for children to learn the concept of numbers, and its advantages are obvious compared with special math homework classes. For example, children have more activity space and more operation opportunities, and can start learning from different starting points, according to different requirements and different development speeds; Teachers can really provide conditions and performance opportunities for each child, observe more opportunities, find problems in time, understand individual differences, adjust the activity plan and content in a targeted manner, and give individual guidance. However, if we pay too much attention to the repetitive operations of formalism such as pictures and symbols, and neglect the cultivation of children's ability to truly understand and apply logarithm, it will also hinder the development of children's initiative, creativity and thinking ability. Therefore, in the design and guidance of mathematics area, we integrate the learning of mathematics knowledge into children's daily life, so that children can form a specific and clear digital thinking mode in practical application, and let children's mathematics learning truly become a thinking process of children discovering, analyzing and solving problems, rather than a mechanical imitation and memory process. In order to promote the development of children's mathematical thinking and ability, we should not only pay attention to the logic, graduality and hierarchy of mathematical operation materials, but also pay attention to the following problems.