In order to make children's daily life contain more mathematics knowledge, we will use the children's school supplies and pick-up cards with the children's student number. Children are as familiar with their own and others' student numbers as their own names: (1) Before learning the neighboring numbers, let each child find his neighbor with his student number, and tell everyone hand in hand in groups of three, who is your neighbor with your student number? Before learning odd and even numbers, let children get the same number of building blocks as they have learned, put them in pairs, and finally let them explore and discover secrets. (2) Learn the concept of number. Every day, the teacher asked the children to count how many children came, how many boys and girls came, and how many children didn't come. Count the number of people eating; Count the number of bowls and chopsticks; Go upstairs and downstairs every day and count how many steps there are. (3) Learning the concept of space geometry When children eat with their left and right hands or learn to draw, they can be reminded to pay attention to the division of labor and ask them to answer: What does the left hand take and what does the right hand take; Teachers can make children understand the concept of orientation by combining exercises, queues and various game activities, such as "lifting", "squatting", "advancing", "retreating" and "turning right". Leading children to cross the "small ditch" and skip the "small river" can establish their sense of distance; Teachers can also teach children to play a children's song by hand. How to play is as follows: Ride a horse up the mountain to fight tigers. Turn around rhythmically in four directions, bend your elbows in all directions and then stretch forward to make a aiming gun. (4) The concept of learning volume. Look at Bibi's clothes for adults and children. Which is bigger? Which is smaller? Which is thicker, a cotton coat or a shirt? Which is thinner? Put two items together and weigh them to determine which one is lighter. Which is heavier? When playing with building blocks, which one is thicker? Which is better? Which is bigger in the same shape? Which is smaller? Teachers should be clear about what to do first, then what to do, and then what to do. Knowing the time sequence of these procedures will help children construct the logical relationship between these things in their minds. For example, in reading activities, teachers can also pay attention to their time sequence relationship when guiding children to understand the logical relationship between each picture.
(5) Before learning to classify, children are required to sort out toys on the desktop according to the marks of baskets, which sometimes have different colors and sometimes different shapes.
Second, learn math while walking.
When teachers take children for a walk, they can let them observe the shapes of various objects, such as some roofs are triangular, the doors and windows of houses are rectangular, and the trunk is thick and the branches are thin. Let the children find out the kinds of plants in the kindergarten. How many trees are there? How many big trees are there? How many short trees are there? Teachers can conduct directional teaching, guide children to describe close-range and long-range views, and experience up and down, back and forth and other spatial positions in different situations with children. For example, looking up from below, what is above us; Standing on a high place and looking down, what's below us.
Third, learn math while sorting out toys, books and clothes.
Children are required to put things in order. The biggest and heaviest toys are placed under the cabinet, the shortest and thinnest toys are placed on the cabinet, and the general toys are placed in the middle of the cabinet. When children look for their toys, let them say where they found them and teach them to say "in the cupboard", "under the bed" and "behind the curtain" and so on. For another example, children learn to dress themselves, not only to distinguish between the front and back of the body, but also to distinguish between the front and back, up and down of the clothes, which is also a good opportunity to help children master the position.
Fourth, learn mathematics in game activities.
Building block games can let children know plane and three-dimensional graphics; Doll home games let children learn to do all kinds of things in an orderly and orderly way; Play water and sand games to let children feel and experience the conservation of quantity and quantity; Supermarket games (or store games) can help children learn to put all kinds of goods in categories, and learn to count, know the operation of coins and numbers. And all kinds of sports, music, language and folk games also contain the factors of mathematics education for children. For example, children's songs "Counting Songs" and "Clapping Up and Down Songs".
Fifth, learn mathematics in accidental events.
In daily life, there are often some accidental events, and teachers can also guide them to let children observe, understand and discuss, so as to help children accumulate mathematical experience. For example, if a child brings a box of cakes for his birthday, the teacher can inspire the child to discuss: how to give everyone a piece and how to give everyone the same size?
In a word, mathematics in children's activities is very colorful, which has a positive and far-reaching impact on children's development in all aspects. In daily life, people are exposed to the phenomenon of numbers and shapes everywhere, and it is an important link in mathematics education to infiltrate the consciousness of numbers into children. Therefore, teachers should use the consciousness of "life experience" to seize every opportunity to educate children, so that children can learn mathematics, feel mathematics and accumulate colorful mathematics experience in a relaxed, happy and natural atmosphere. Mathematics education in daily life is of great value to children's development in all aspects.