1. Characterization ability

Children will express their mathematical thinking in many ways, such as using various objects (such as fingers), language, pictures, charts, body movements, symbols and so on. Children's representation of things is different from that usually used by adults, but the process of children's representation is the process of organizing their own mathematical thinking, and adults can also use this process to understand children's thinking. Teachers need to analyze children's mathematical representations and listen to their discussions, so as to better understand their mathematical thinking development level and provide support for children to establish the connection between their informal mathematical language and standardized mathematical language.

2. Ability to solve problems

Children will show curiosity, unique understanding and flexibility when facing new situations. Solving problems provides opportunities for children to use and expand their knowledge and skills. For example, children are learning the composition of 6.

Later, the method of scattering snowflakes will be applied to the composition of 7. Therefore, teachers should provide more opportunities for children to solve problems independently, and encourage and protect children's feelings of attaching importance to solving problems.

3. Relevance ability

In the process of learning mathematics, children will be exposed to the relationship between mathematical concepts, between mathematics and other disciplines, and between mathematics and daily life. The development of children's relevance reflects their ability to abstract things. If children find these connections, it means that their knowledge has been consolidated and they will have a clearer understanding of the world around them. Teachers should promote the development of children's relevance ability through various methods: guide children to pay more attention to the mathematical problems encountered in various situations inside and outside the park, and clearly tell children the relationship between the mathematical concepts they are learning, such as the relationship between addition and subtraction, the relationship between measurement and number, and so on.

4. Reasoning and proof ability

Although children's mathematical knowledge is forming, they have been able to reason with their own experience. They may use various methods to prove their answers, or they may guess from their own point of view and draw conclusions that they think are irrefutable. If children's mathematical knowledge and strategies are not rich enough, then further perception is the main basis for their judgment. When they are encouraged to speculate, and when they look for evidence to prove and refute these speculations, their reasoning ability is developed.