Problems and Countermeasures of Effective Teaching of Montessori Mathematics The author conducted a follow-up investigation in kindergartens using Montessori Mathematics. Most preschool teachers have achieved good results in the process of curriculum implementation, and there are many successful experiences for everyone to share. However, some teachers' grasp of teaching materials and the use of teaching methods in the teaching process are still very unreasonable. This paper analyzes the problems and solutions of insufficient effectiveness in the implementation of Montessori mathematics teaching, hoping to help front-line teachers. The four main problems that affect the effectiveness of teaching pay too much attention to the teaching form and lack the consciousness of linking the activity process with the activity goal. In the "number-object combination" activity in the middle class, after the teacher and the children finished the "beading and digital puzzles" together, the teacher asked the children to put on the same number of wooden beads as the digital cards with small ropes, and the children put the beads on their own small ropes one after another. The atmosphere during the operation was quite good. When the teacher asked the children to count the beads on their ropes, only some children wore the same number of beads as the number on the teacher's number card. Before the activity, the teacher spent a lot of energy preparing materials. During the activity, the children are busy playing and operating. The ultimate goal of the teacher is to let the children feel and know in the process of wearing beads, and gain experience corresponding to several things. But in the whole operation, the child was just busy wearing beads and didn't think about whether the number of beads he wore corresponded to the teacher's digital card. They can't pay attention to their own process, and they can't get the experience of corresponding things. Teachers also lack timely and appropriate guidance in the process of children's operation, which makes the operation not serve the teaching objectives. Only pay attention to children's superficial interests, lack of in-depth exploration of learning value. Take the middle class for example. In the activity of "knowing time", when the teacher showed the teaching aid "revolving disk", in order to stimulate the children's interest, he asked the children: "Today, the teacher wants to give everyone a gift. Please guess what it is? " The children racked their brains to guess: books, cakes, fun toys, Teletubbies ... However, when the teacher took out the teaching AIDS, the children all sighed, and the children who just talked about it were listless. Everyone is familiar with a "guessing" game like this. At first glance, the teacher's intention seems to arouse children's interest and pave the way for later learning activities, but children's curiosity will soon disappear with the emergence of "mysterious" things. When the guessed items do not match the child's imagination, it is difficult to arouse the child's interest. Such a clueless, irrelevant and brainless guess can not achieve the purpose of stimulating children's interest in learning, but will only be a hidden waste of time. Because the requirements for activities are not clear, it is difficult to really improve children's existing experience. In the teaching activity of "graphic segmentation" in the middle class, a teacher designed the operation activity of "magic" to improve children's existing experience, that is, turning a parallelogram paper into various graphics. Before the homework, the teacher said, "The teacher wants the children to be magicians. Use this paper to make figures and see which child becomes more and better." Please pick up the scissors and start changing. "In a short time, every child cut out many graphics. When the teacher asked the children to tell which shapes had changed, the children talked about triangles the most, followed by trapezoid, square and rectangle, and unknown fragments accounted for a considerable part. Only paying attention to children's hands-on participation, without guiding children's thinking to participate in it, children's intelligence can not be effectively developed. In the middle class's math activity "Know the odd and even numbers", the teacher arranged this activity to let the children perceive the odd and even numbers within 10, and provided materials such as "Numbers and chips". The teacher first demonstrated the placement of learning tools, and then let the children practice. The children in the class are in high spirits and busy playing with learning tools. Teachers are busy controlling the activity time, allowing individual children to show the calculation results and say the odd and even numbers within 10. On the surface, the scene is very lively. Every child is participating and practicing. The activities in the class are very rich. At the end of the class, most children can accurately say the odd and even numbers within 10 according to the learning tools they operate. But before the hands-on operation, the teacher did not reserve time for the children to think. Even if the children correctly reported the odd and even numbers within 10, they were only repeating the contents of the learning tool diagram. In fact, the design and materials provided by this activity are very good, but as an operational inquiry activity for learning mathematics, the original educational function of the activity has not been fully exerted, and the potential educational resources have been wasted. Strengthen the design of effective measures and organize effective activity teachers from beginning to end. When determining teaching content, selecting operating materials, designing teaching procedures, and using teaching guidance strategies, we must closely focus on the activity objectives according to the learning characteristics of teaching materials and children, and we need to think about and clarify the following issues: every link of teaching should start from the teaching objectives and needs, starting from the needs of children, and we should not create situations for the sake of creating situations, because no situation can be separated from teaching. Only by paying attention to children's real interests and needs, giving appropriate and effective guidance, observing and studying children can we understand their real interests and needs and master their existing experience and level. Teachers should not only pay attention to children's interests and needs, but also fully consider children's existing experience and cognitive characteristics when determining the key and difficult points of teaching, designing teaching problems and choosing teaching methods. Usually, we should pay more attention, insight and analysis to the information feedback from children. In the activity of "knowing time" in the middle class mentioned above, the teacher's guidance of children's interest in the lead-in part does not meet the needs of children, but will make children lose interest. In fact, children are very interested in the learning tool "revolving disk", and teachers can directly arouse children's interest by displaying teaching AIDS. It can be seen that effective guidance must take children's interests and concerns as the starting point, make education consistent with children's interests, deepen learning activities step by step, and finally achieve good educational results. Guide children's multiple senses to actively participate in learning and promote the effective development of intelligence. In teaching, every child should have the opportunity to participate, so that every child can experience the joy of learning and gain mental development in the process of participation. It's not enough to let children talk and do things. Children's thinking must be involved, so that children can either think before they operate, or operate while thinking, or operate before they think. This can guide children to participate in learning in all directions, truly reflect their subjectivity and promote their intellectual development. The activity of "knowing odd and even numbers" in the middle class lacks children's thinking. How to guide children to think in this activity? First of all, teachers should transform what children want to learn into what children are willing to learn by creating problem situations or educational situations, so that the learning content, learning situations and learning methods are close to life, connected with life and displayed. On the premise of ensuring scientific teaching, teachers should use various means and effectiveness to lead the way with "interest" and navigate with "emotion" to fully mobilize children's various senses and activities. For example, in the previous example, teachers can create scenarios to guide children to operate and place chips without demonstrating chip placement. Secondly, it is necessary to create a democratic and harmonious teaching atmosphere, so that children's thinking can be as active as possible and actively participate in the teaching process. In teaching, teachers should not lead children by the nose, and should not force children's thinking into their own thinking track. Instead, we should create conditions to inspire children to think positively, be good at finding problems, be brave in putting forward opinions, encourage children to express their views and ideas, and allow them to answer wrong questions again. The answer is incomplete and allowed to supplement; Think again without permission; Unclear questions are allowed; Different opinions allow arguments; If the teacher is wrong, allow the child to correct me; Even when necessary, children are allowed to express their opinions freely without raising their hands. In this democratic classroom atmosphere, children are not worried about being laughed at by their peers or scolded by the elderly. Learning activities are completely free, and children will devote themselves to learning and fully appreciate the fun of learning. Success in learning is the greatest motivation for children to feel satisfied, happy and willing to continue their studies. Therefore, teachers should not only provide opportunities and create conditions for children's success on the basis of understanding each child, but also let every child taste the taste of success. What is more important to gain successful experience is to teach children some ways to learn successfully, and finally promote the effective development of children's intelligence.