Mathematics not only comes from real life, but also is the abstraction of real life. Real life is the source of mathematics. For children, real life is the source of their mathematical concepts. The importance of real life for children to form mathematical concepts is mainly manifested in two aspects:

(A) Real life has accumulated rich mathematical experience for children.

The more concrete experience children rely on in the process of forming mathematical concepts, the more general their understanding of mathematical concepts will be. Therefore, rich and varied mathematical experience can help children better understand the abstract meaning of mathematical concepts.

In children's daily life, many things are related to mathematics. For example, children want to play jigsaw puzzles. When choosing toys, they will consider how many puzzles there are, how many children want to play, whether there are more toys or more people, and whether everyone can get what they want. This is how many comparisons children will make spontaneously. For another example, when two children share food, they will consciously consider how to divide it equally.

These are actually hidden mathematics learning activities. Similar things often happen in children's lives. Children often accumulate rich mathematical experience unconsciously. These experiences provide a broad foundation for children to learn mathematics knowledge.

(B) to help children understand the abstract mathematics in real life.

The concept of mathematics itself is abstract, and it is difficult for children to understand without the help of concrete things. Real life provides children with a bridge to abstract concepts. For example, some children can't understand the abstract meaning of addition and subtraction, but in fact they may often use addition and subtraction to solve problems in life, but they just don't connect this "mathematics in life" with "mathematics in school". If teachers don't educate children from concept to concept, but contact their real life, with the help of their existing life experience, these abstract mathematical concepts can be completely based on their familiar life experience. For example, letting children play shopping games in the game corner, and even inviting parents to take their children shopping, giving children the opportunity to calculate money and things by themselves can make children realize the application of abstract addition and subtraction operations in real life and help them understand these abstract mathematical concepts.

Children actively construct mathematical concepts through their own activities.

Mathematical knowledge is a kind of logical knowledge. This kind of knowledge is not transmitted to children through simple "teaching", but is actively constructed through children's own activities. Just as children's logical thinking is obtained through children's coordination, introspection and internalization of their own actions, mathematical knowledge comes from children's own activities: they coordinate their own actions in specific operation activities and try to coordinate their relations in their minds. These relationships eventually form mathematical concepts in children's minds.

The process of children's construction of mathematical knowledge is also the process of children's development of thinking ability. When children abstract concrete things, they also exercise their abstract ability. If the teacher pays too much attention to let the children get some results, and "teaching" gives the children a lot of knowledge, or hopes that the children can "remember" some math knowledge, it is actually depriving the children of their own development opportunities. In fact, neither mathematical knowledge nor thinking ability can be cultivated through unilateral "teaching", but must rely on children's own activities, that is, interaction with the environment.

The process of children's activities is the process of active interaction with the environment. It includes both interaction with things (learning materials) and interaction with people (teachers, peers, etc.). ); It includes not only the external process of fiddling with and manipulating learning materials, but also the internal thinking and reflection activities. In the process of activities, children constantly absorb and assimilate new experiences, and at the same time constantly change existing knowledge and experience to complete the process of building new knowledge.

The role of a teacher's "teaching" is actually not to give children a result, but to provide them with a learning environment: an environment that interacts with materials and people. Of course, teachers themselves are part of the environment and can also interact with children, but they must interact with them equally at the level of children. Only in this interactive process can children get positive development.

Teaching is an important factor to promote children's development.

While emphasizing that children should construct their own mathematical concepts, the role of teaching can not be ignored. Preschool teaching plays an important role in the development of children's mathematical concepts, and teaching is an important factor to promote children's development.