Children's mathematical activities are actually a kind of preparatory learning, which is a gradual process in which children initially establish the concept of numbers and form logical thinking. Experiments show that early childhood, especially the 4.5 "6-year-old stage, is a critical period for children's cognitive development. It is during this period that children established and formed the concept of number, and they sprouted their interest and enthusiasm in solving problems. At this time, their mathematical thinking is extremely active. We should correctly grasp this critical period and provide mathematics education suitable for its learning characteristics.

Children's mathematics learning ability is manifested in their enthusiasm and enthusiasm for mathematics learning, creativity in mathematics activities, mathematical thinking ability and problem-solving ability, the core of which is creativity in mathematics activities. Maybe some people will say that mathematics needs to be created. Three plus two equals five. Can you create anything else? Yes, this result is equal to 5, but the problem situation that 3 plus 2 equals 5 provides conditions for children's creative activities. Faced with different problem scenarios, children should not only recall and mobilize the original knowledge and experience, but also analyze, judge and compare the current specific situation, and flexibly use different ways of thinking and operation. Children's creativity and enthusiasm in mathematics learning are gradually improved in the process of solving various problems. Therefore, we should change the traditional mathematics education: pay more attention to logical thinking ability, calculation, creation and application, and cultivate people's ideas and tendencies. In mathematics teaching activities, it is established that the learning of basic knowledge will not be lost or weakened; Children should not only understand the basic knowledge, but also learn the concept of problem-solving ability and attach importance to the creative cultivation in mathematics teaching activities. Only in this way can we effectively cultivate children's problem-solving ability and innovative ability, continuously improve the teaching quality, and make efforts to cultivate more innovative talents in mathematics instead of mathematics craftsmen in China.