For children, mathematics is a useful tool for them to learn to understand the world correctly, sum up the quantity and spatial relationship of things, and solve problems from life and games. But what can children aged 3-6 learn from mathematics?

The Guiding Outline of Kindergarten Education (Trial) stipulates in the scientific field: "Guide children to be interested in the phenomena of number, quantity, shape, time and space in the surrounding environment, construct a preliminary concept of number, and learn to solve some simple problems in life and games with simple mathematical methods."

It can be seen that the content of children's mathematics learning is not only mathematics learning, but also the ubiquitous quantity, space and shape in real life can be the content of children's mathematics learning. In addition, because children's mathematics learning is closely related to the development of their logical thinking, and logical relations are also the basis of learning quantitative relations and spatial relations, some mathematical logic experiences belonging to the "pre-mathematics" are also part of children's mathematics learning content. Therefore, we divide the content of children's mathematics learning into the following three sequences:

1. Logical relation

This part of the learning content mainly includes class inclusion relationship and classification, one-to-one correspondence of elements in two sets, order relationship and sorting, and mode.

2. Numbers and quantities

This part of the learning content mainly includes counting, natural numbers within 10 and the relationship between numbers, addition and subtraction of numbers within 10, and distinguishing the difference of the number of objects (size, length, weight, time, etc. ) and simple measurement.

3. Space and form

This part of the learning content mainly includes spatial relationship and spatial orientation, common geometric figures and geometric bodies. ; The main learning contents of each sequence listed above need to help children gain corresponding key experiences through spiral systematic teaching in small, medium and large classes. The so-called spiral teaching means that a content (such as classification) should be carried out in junior, middle and large classes, but the problems to be solved should be gradually improved or expanded.