Children's real active exploration begins with problems. Only when children have questions and desire to seek answers can active inquiry really begin. The problem can be said to be the core of mathematical inquiry. Therefore, the activities in the mathematical exploration area should run through with valuable questions, so as to promote children to constantly solve problems and understand mathematical relations.

2. Provide children with sufficient exploration time.

Sufficient time can ensure that children can explore in depth. Regional activities are not limited by time like group activities. In regional activities, children can independently control the pace of exploration. The activities in the mathematical exploration area attract children to observe, try, guess and infer constantly, adjust their own direction in the attempt, and finally solve the problem satisfactorily. This process often takes a long time.

3. Good at observation and timely intervention.

Teachers are the guides, helpers and collaborators of activities in the field of mathematical exploration. Teachers should be good at observing, be sensitive to what children are doing, observe children's interests, material selection methods and performance in activities, and understand what each child is doing and what difficulties he has encountered. Teachers can make some observation records to keep abreast of children's current situation.

Children's understanding of mathematical relations is a process of gradually internalizing and abstracting external actions. This process takes a long time to complete. Teachers should learn to wait, don't encourage children, and give them enough time.

Of course, this kind of waiting is not passive, but active. Teachers can actively trigger children's cognitive conflicts and promote children's development. When to wait and when to intervene, we should consider the development level and law of children and promote their in-depth exploration.