Suggestion 1: Use mathematics in the environment to strengthen children's mathematical thinking.
Parents can throw out some math problems in life at an appropriate time and invite their children to help solve them together. For example, we have a family dinner today. How many families will we have when we have children? How many people are there respectively? When will they arrive? How many bowls and pairs of chopsticks do you need? This can help children strengthen their counting skills, get in touch with some simple but common addition and subtraction operations, and cultivate a sense of numbers.
When you go shopping in the supermarket today, do you want your children to calculate the prices of several items and pay for them, or do you want them to help you count how many potatoes and bottles of milk you bought? Similarly, repeatedly helping children to carry out addition and subtraction training can let children know about money and connect abstract numbers with concrete money. Visualized knowledge is more conducive to children's memory and understanding.
When traveling today, you should pay more attention to the road signs along the way. How many kilometers is it to your destination? How many minutes does the navigation display take to arrive? Although the speed formula does not need to be mastered in the first or second grade, the early contact can lay the foundation for the later mathematics study. If we can connect abstract formulas with concrete life scenes, children can understand and answer life application questions well in the future.
Suggestion 2: Use "mathematical language" to guide children to think mathematically.
In fact, in our daily life, we often use mathematical language, but it is too simple, so as parents, we may ignore this child's excellent learning opportunity. Parents can strengthen the memory of mathematical language in their children's minds by increasing the frequency of using mathematical language in their lives, so that children can quickly recall and imitate your language and express or answer it next time they encounter similar scenes.
For example, we only took ten dollars to the convenience store and spent three dollars on sugar. How much money do we have left?
When you buy Hu Aishan, do you want a long one or a short one?
The big box of biscuits has five more packets than the small box of biscuits, the big one is 15 yuan and the small one is 10 yuan. Shall we buy cheap or expensive?
I want to buy a pen to write with. Do you want a thicker one or a thinner one?
Buy post-it notes, rectangles or triangles?
Suggestion 3: Make education interesting and experience the fun of mathematics in games.
For example, let children play the role of supermarket cashier to help you settle the amount. In addition to guiding children to perform simple addition and subtraction operations, they can also be guided to learn counting methods such as two numbers, five numbers and subsequent numbers. I bought three bags of potatoes, each with five. How many are there in a * * *?