In our traditional method, teaching children knowledge generally depends on reciting, just as our education when we grow up depends on instilling. In ancient times, children began to recite "thousands of words", but now with mathematics, they began to recite numbers. These recitations only exercise children's memory ability, and have no benefit or effect on children's math ability.

For preschool children, they have no abstract thinking and can't understand the meaning of digital expression. At present, they only have concrete thinking, that is, concrete things they see. They have the impression, they don't understand, they know that this is an apple and two apples, but they don't have intuitive thinking about the numbers one and two. So as long as children are taught to recite 1234, they can recite it. Children have a good memory at this time. They can recite from 1 to 10 and then back to 50 in sequence, but they can't understand the meaning behind it. We can hear that they sometimes confuse the order when reciting, from which we can know that they don't understand the meaning of numbers and can't.

Therefore, this method of teaching children numbers is unscientific, which can not make them have mathematical thinking earlier, nor can they improve their mathematical performance in the future. If children want to have a sense of mathematics, they should be scientifically enlightened in mathematics. For example, associate numbers with objects. Children like candy, so you can give them one candy and two candies. This candy can be combined with practical digital methods or playing digital games, which can improve children's sensitivity to mathematics.

For example, you can take children into supermarkets or food markets, let them participate, let them buy food with adults, let them pay, and let them have digital awareness.

Generally speaking, it is more important, scientific and meaningful to connect with real life than to recite for children's mathematics enlightenment.