Mathematics is a science to explore the relationship between spatial form and quantity in the real world, which is widely used in daily life, production construction and scientific inquiry. Mastering certain basic knowledge and skills of mathematics has become one of the cultural qualities that everyone must possess. As the preparatory stage of school education, kindergarten should pay attention to the enlightenment and life of mathematics education, let children feel the quantitative relationship of things in life and games, and experience the importance and interest of mathematics, so as to lay a good foundation for children to learn mathematics after entering primary school. First, mathematics learning should be rooted in children's life experience. Children's familiarity with quantitative relations is based on their familiarity with specific things. Teachers should create more real new problem scenarios, urge children to have the need to use mathematics to solve new problems, and discover and learn mathematics in life. Children's daily life contains a lot of opportunities to learn mathematics. Teachers should make good use of these educational resources to guide children to understand the relationship between mathematics and life and the value of mathematics in social life. For example, when counting the number of people every day, let the children learn to count the total number of people in their class with their hands and mouths, and then let them practice counting in pairs, five or five, and so on. Let children easily master the skills of counting in daily life environment and stimulate their preference for mathematical calculation. For another example, children will find through observation that the tires of cars are round and the roofs of many houses are inclined. Toys in kindergartens have different shapes and colors, and there are many animals in zoos. Teachers can take children to count the steps when going up and down stairs, put spoons and bowls in one-to-one correspondence when eating, classify toys by shape and color, talk about the number, shape and color of flowers and plants when walking, and talk about their positions when outdoors. Teachers can also make use of the living environment around the kindergarten to consciously guide children to observe the quantitative changes of things at any time, help children accumulate mathematical experience, and use the learned mathematical knowledge to solve simple new problems in daily life, so that children can easily, naturally and happily acquire mathematical knowledge and experience and enhance their interest in learning mathematics. Second, math learning should actively play the role of fun games. Mathematics knowledge is generally abstract, which easily leads to children's learning difficulties. If the teaching method is improper, it will make children feel boring and boring about mathematics. It is children's nature to like games. If abstract mathematics knowledge can be closely combined with lively games, children can apply mathematics spontaneously and gain useful experience. For example, when teaching the content of conservation education in middle school mathematics, the author uses self-made playing cards to help students learn the relevant content of conservation by playing card drawing or card drawing games. For low-level children, provide them with playing cards of the same suit, with the same shape and color, and the arrangement is relatively regular and single. Let the children draw a card from each other and compare whose card is bigger or smaller. For advanced children, use playing cards of different colors. Because these playing cards are different in color, shape, color and arrangement, we must fully mobilize various senses to think in multiple directions, eliminate the interference of various factors, correctly analyze, compare and judge the number of colors and patterns in the cards, so that every child can develop at a different starting point. For another example, the author's main intention in designing the game "Paving the Road" is to let children master the mutual conversion relationship between graphics in the process of paving the road. In the game of "supermarket shopping", children can easily master mathematical knowledge such as classification, correspondence and perception of the number of objects by being familiar with the way of supermarket shopping. Playing with water and sand is children's favorite game. Teachers can let children feel the conservation of capacity by holding sand and water in containers of various shapes. In addition, sand and cement can be combined into various three-dimensional models to let children feel different spatial forms. Grab the chair game, let the children compare the number and size of numbers within 10, and learn the composition, addition and subtraction and ordinal number of numbers. In the game, children can gain the experience and knowledge of numbers and shapes with pleasant emotional experience, and form a preliminary concept of numbers. Third, math learning should enhance children's self-confidence. In several years of teaching experience, the author found that the main reason why many children don't like mathematics is that they find it difficult, and they are afraid of it. As a teacher, we should find out the difficulties in children's study in time, help children find out the obstacles in their study, eliminate them through pointing, and let children build up confidence and gradually like mathematics. For example, when teaching children to write their own oral test application questions, most children have difficulty in grasping the structure of application questions because of their lack of experience, and often make mistakes when compiling questions, which affects their learning mood. At this time, the author changed a new teaching mode, allowing children to start with sensibility and start learning descriptive self-made oral questions. Another example is to learn to describe life scenes, so that children should not only describe the plot and quantity, but also describe the answer summary: yesterday, the natural corner opened 6 flowers, today it opened 3 flowers, and a * * * opened 9 flowers. This description temporarily avoids the requirement that children are more difficult to grasp and ask new questions. Children are easier to master and have a strong interest in learning. Then, let the children learn to draw and compile questions step by step, and gradually achieve the goal of writing oral questions correctly. In this learning process, children are not only afraid of compiling questions, but also often blurt out and correct each other's mistakes in compiling questions. For children's written exercises, we should also carefully understand the mistakes that children are prone to make and record them one by one, so as to find regular new problems and prescribe the right medicine. For example, it is difficult for children to add when they learn subtraction; Addition and subtraction, every 7 is easy for children to make mistakes. Teachers should give targeted guidance to children and do more exercises in this area in their usual practice to help children solve problems and enhance their self-confidence. Fourthly, mathematics learning should permeate mathematics content in various educational activities. Although the content of education in different fields is different, it contains certain quantitative relations and spatial forms. Therefore, teachers should consciously infiltrate the content of mathematics education while completing the educational tasks in various fields. For example, in sports activities, based on what time Lao Lang, Lao Lang and children are familiar with, some original rules are changed and teaching objectives are put into the game. In the game, it is also divided into odd and even numbers. According to the actual level of each child, from simple to complex, from shallow to deep, the whole activity process ideally realized the teaching game. In addition, children can be familiar with ordinal numbers through manual games. For example, in painting and bricklaying activities, children can gain perceptual experience about space, shape, symmetry, volume and weight. In science education, children can naturally use the methods of measurement and counting to discover the quantity and spatial relationship between objects, improve their awareness of mathematics application and develop their ability to analyze and solve new problems. In art appreciation activities, teachers can let children appreciate objects with mathematical beauty in nature, such as flowers, butterflies, shells, leaves of ferns, trays of sunflowers and so on. Let children feel the beauty of order, harmony and mathematical charm in the arrangement. Fifth, mathematics learning should be carried out in the process of solving new problems. Teachers should proceed from the reality of children's life, let children experience the inquiry process of solving new problems, actively participate in and operate, and really deal with the object; Guide children to learn mathematics in operation, understand mathematics in operation and apply mathematics in solving new problems, so that children can gain real familiarity and experience, and enhance their awareness of mathematics application and self-confidence in learning mathematics. For example, provide children with the opportunity to manage class attendance, and let them count how many children arrive at the park before 8 o'clock, how many arrive at the park from 8 to 9 o'clock, and how many arrive at the park after 9 o'clock; How many children come to kindergarten by themselves, how many parents send them, how many grandparents send them, and how many children come by bike. On this basis, further statistics on how many children came to kindergarten before 9 o'clock, how many children were sent by adults, how many children came to class today and so on. On children's collective birthdays, we should inspire children to think about how to cut the cake so that everyone can get a share, and how to share it equally, so that children can experience the fun of using mathematics knowledge to solve practical new problems and improve their initiative and enthusiasm in learning mathematics. In the early childhood education stage, the organic integration of mathematics and science will naturally lead children's mathematics learning and teachers' teaching in the right direction. Children's mathematics education should be generated randomly in daily life, and teachers should be keenly aware of children's inquiry preferences and concerns and generate a series of in-depth inquiry activities or educational activities. This is also an important difference between children's and primary school mathematics education.