The goal of kindergarten mathematics education is an organic whole and an orderly organized system. Vertically, it can be generally divided into three levels: general goal, age stage goal and mathematics education activity goal. From a horizontal perspective, it can be generally divided into three categories: cognitive goals, emotional and attitude goals, and operational skills goals. When setting different levels and types of goals, the existing foundation of children's development, the characteristics and laws of children's mathematics learning, and the logical system and characteristics of mathematics itself are all factors that goal makers need to grasp.

1. Overall goal (level 1 goal)

(1) Cognitive goal: guide children to learn some superficial mathematical knowledge and skills, help them gain perceptual experience about the shape, quantity, space and time of objects, gradually form some preliminary mathematical concepts, and develop their mathematical thinking activities and problem-solving ability on this basis.

(2) Emotion and attitude goal: to cultivate children's interest in mathematics activities and their initiative and independence in participating in activities; Gradually cultivate children's habit of thinking.

(3) Operation skill goal: let children learn to operate and use materials correctly, gain perceptual experience about mathematical concepts in the interaction with materials, and cultivate children's good habits of being serious, careful, organized and not afraid of difficulties.

2. Goals for all ages (secondary goals)

The second-level goal is put forward according to the first-level goal, which is established in three categories: cognitive ability, emotional attitude and operational skills according to the different development levels of early, middle and large children, and has strong operability (see the table on the next page for details).

3. The goal of mathematics education activities (three-level goal)

In the practice of mathematics education, the goals of all ages must be decomposed into concrete and operable goals, that is, goals that can be achieved by one mathematical activity or goals that need to be achieved through many mathematical activities. The goal of this level should be consistent with the goals of the first and second levels, so as to promote the all-round development of children.