Enlightening children's mathematics is not to let them learn some mathematics knowledge. If parents are not aware of this awareness, they will think that the more knowledge they teach their children, the better. In fact, the less knowledge they teach, the better, not the more. Because the less you teach, the more space you leave for children to think. The less you teach, the easier it is to make knowledge more interesting. The more you teach, the more you will dilute your interest, or it will easily lead to interest fatigue. The less you teach, the more you open a window for your child. The things outside the window let the children see and think for themselves, with ideas that can greatly stimulate their self-study.

2, not to improve children's application ability.

When teaching their children to add, subtract, multiply and divide, many parents will unconsciously or naturally give them some exercises to do, or contact some things in daily life to let them use the method of addition, subtraction, multiplication and division. Their purpose is to improve their application ability.

Although the purpose of this enlightenment is not very bad, it is not very good either. It echoes the exam-oriented education and will not greatly improve children's abstract thinking ability. Parents don't have a good understanding of the larger meaning of the word "enlightenment". If we don't put the improvement of application ability in "enlightenment", school education will also teach children, so it is better to ignore all or most of the applications in enlightenment. Otherwise, it will largely distract or transfer the abstract thinking that children should improve, so that children's ability to discover in mathematics can not be well opened (discovery ability is a kind of ability far above creativity). The biggest failure of enlightenment is that the ability to discover is not well opened.

If the enlightenment focuses on the application ability, it will also make the children's short-term memory ability unable to be further opened, thus missing the best enlightenment period (before 12 years old), which are all negative effects brought by improving the application ability. Many parents are not aware of these negative effects. I don't realize it because many parents confuse application ability with abstract thinking ability.

The improvement of application ability has two obvious "functions". One is to improve children's self-study ability, and the other is that children can get high marks in exams. However, if the purpose is not to improve the application ability, mainly to improve abstract thinking, it will also have the effect of improving children's self-study ability, but children may not get good grades in the exam, which will naturally make many parents keen to improve their children's application ability when enlightening their children.

But even if a child gets a high score, it may be a little difficult to continue. The more children go up, the more they need good abstract thinking as an important guarantee, not application ability. The discovery ability brought by improving the abstract thinking ability is also far more significant than the application ability, which is somewhat similar to the comparison of the respective roles of a skilled operator and a designer in production.

3. Mainly to improve children's abstract thinking ability, discovery ability and short-term memory ability.

Memory is divided into long-term memory and short-term memory. The capacity of long-term memory is infinite in practical sense, almost everyone is similar, and the specific size depends on hard work, while short-term memory is different for everyone, which is a very important one to consider when enlightening children.

In a word, the idea and purpose of parents' mathematics enlightenment are the two most critical factors that directly determine whether children can be enlightened in mathematics.