It is pointed out in the outline that children should feel the quantitative relationship of things in life and games and experience the importance and interest of mathematics. Interest is the first teacher for children to learn mathematics. In mathematics teaching, we should also pay attention to the use of various means and methods to cultivate and stimulate children's interest in learning, and maximize the enthusiasm and initiative of children. Only in this way can the teaching quality of mathematics activities be comprehensively improved. What is mathematics? It is a science that studies the relationship between spatial form and quantity in real society. It has the characteristics of abstraction, logic, accuracy and application. Why do you want to study math? It is a way of thinking to learn the idea of simplifying the complex and solve problems with scientific basis. Piaget, a famous educator, said: "People's physical knowledge and social knowledge come from the outside, while the knowledge of mathematical logic mainly comes from children themselves." The concept of number is established by children themselves from various relationships of objects and is the product of thinking. Therefore, to learn mathematics, we must first mobilize children's enthusiasm and initiative, and let them use their own internal mechanisms to understand and master the concept of numbers. First, fully mobilize children's initiative and enthusiasm in learning mathematics through games. It is children's nature to like games, and it is also one of their basic activities. In all kinds of games, there are all kinds of mathematical information. In the process of participating in the game, children not only study happily, but also feel the mathematical information and accumulate rich mathematical perceptual experience. For example, in math class, our teacher designs the knowledge points to be learned into novel and diverse math games, so that children can practice in "playing" middle school and "having fun", so that children can easily master math concepts in a happy and relaxed mood. This can not only arouse children's enthusiasm and initiative in learning mathematics, but also make teachers easily achieve the expected goals. For example, when the middle class learns the decomposition of 5 in the next semester, if the children only recite it, 5 can be divided into 1 and 4, and 5 can be divided into 2 and 3, and so on. Children will feel bored and can't understand why they are so divided. If we use games to let children understand what decomposition is first, and then let children play decomposition games, then children will accept it easily. For example, we draw two circles on the ground as a parking lot, and let five children drive around the parking lot while listening to music. When the music stops, five children park their cars in the parking lot, and the other children record different results each time with a record sheet, and then the teacher will make statistics on the recorded results. The result is obvious, and then let the children talk about the result of decomposition. Because every child participates in the game and pays special attention to the results of his own game, his enthusiasm is particularly high. A lesson is spent in children's relaxed games. They understand the decomposition of 5 and why it should be divided like this. Games can create the best scene for children to start, talk, think and participate in learning activities with multiple senses, so that our children can improve their learning efficiency while completing the games. Therefore, teachers should combine games with teaching in kindergarten to fully mobilize the initiative and enthusiasm of children in learning mathematics. Second, hands-on operation, fully mobilize the initiative and enthusiasm of children to learn mathematics. Hands-on operation is a child's learning characteristic. In homework activities, teachers should pay attention to the homework process, not the homework results. It is necessary to change indoctrination teaching into operation teaching, let children participate in activities, experience the evolution of knowledge from activities, and acquire knowledge while developing children's logical thinking ability. For example, Xiao Ming in the children's queue is fourth from front to back, and seventh from back to front. How many people are there in this queue? Many children will answer eleven people if they don't have the operating data to operate this question. If we deny his answer, he will find it difficult and lose confidence. On the contrary, before class, we prepare an operating material for children's hands, such as chess pieces or snowflakes. The number from front to back is the fourth. Children will put four objects and guide them to replace the fourth with different colors. The number from the back is the seventh, and then put them back. If you put seven, you will find that Xiao Ming is the eighth from the back to the front, and six Xiao Ming is the seventh. It turns out that there are only ten children in this group. Why do children say there are eleven people in this team? It turns out that Xiao Ming was counted twice. When children get answers through their own operations, they will have a sense of superiority and feel great. If teachers encourage and praise in time, children will have more confidence and interest in homework activities. Computational activities have also played its due role and effect, making children more active and enthusiastic in learning mathematics. Thirdly, music should be integrated into mathematics activities to fully arouse children's initiative and enthusiasm in learning mathematics. Children like rhythm music best. If music is added to math class, it can also fully arouse children's initiative and enthusiasm in learning math, especially children who like music but don't like math. Through the integration of music, he (she) can fall in love with mathematics. For example, before each math class, we have music rhythm, so that children's enthusiasm can be mobilized first, and then the next link can be carried out, so that children can enter activities in a relaxed environment. Music background can also be added in the process of operation, because the information stimulus formed when listening to music will form a stable "link" in the child's mind, which has a positive impact on promoting the brain to learn mathematics and think about abstract logical problems. For example, the counting activities within 10 of the next semester in a small class will soon lose heat and produce boredom if children are asked to count objects repeatedly. If they are playing a music game frog diving with their children at this time, the teacher asks the children to point to a frog with their little hands and ask, "A frog opened his mouth", and the children answer, "Plup into the water"; Teacher: "Two frogs have two mouths", children "splash, splash, jump into the water" and so on to the tenth frog. Easily grasp the corresponding relationship between content and quantity. Fourth, fully mobilize children's initiative and enthusiasm in learning mathematics in the form of competitions. With the growth of children's age, children have a competitive mentality and want to be more capable than other children, so they are particularly interested in launching some competitions. For example, when learning the corresponding relationship between objects and quantities, let the children compete, write down the corresponding numbers under the objects, and reward the fast children with stickers. Children are not only quick-witted, but also very interested. This can stimulate children's interest and make them feel the joy of success. Fifth, the content is close to children's life, fully mobilizing children's initiative and enthusiasm in learning mathematics. Children are still young, and their perception of knowledge is not too strong. To stimulate children's interest in learning and fully mobilize their initiative and enthusiasm in learning mathematics, the teaching content must be related to children's lives. For example, when we know the contents of rectangles and triangles, we can show the objects that are rectangles and triangles in daily life, and perceive the mathematical knowledge in daily life through the existing life experience, so that children can happily acquire some simple mathematical knowledge in a relaxed living environment, thus fully mobilizing their initiative and enthusiasm in learning mathematics. Teaching content is taken from life and also used in life. As long as our teacher will think hard and infect with real situations, I believe that children will enter the colorful mathematics kingdom with great interest. Interest is the best teacher for children. As far as teachers are concerned, we should proceed from the reality of young children and teach them in accordance with their aptitude. Whether in the form of games or in the way of operation, the purpose of carrying out mathematics activities is to let children learn mathematics actively in a relaxed and happy mood. Introduce them into the door of mathematics, make full use of children's interests, entertain and teach, explore freely, study happily and feel endless fun.