The goal of mathematics education is the only basis and direction for us to develop, create and utilize the mathematics environment. The development, creation and utilization of implicit environment and explicit environment must proceed from the goal of mathematics education. While imparting superficial mathematical knowledge to children, we should also pay attention to how to cultivate children's interest in mathematics, stimulate children's desire to explore mathematics, promote children's intellectual development, shape children's sound personality and improve children's mathematical skills.
Different mathematical environments have different influences on children and different requirements for teachers. The mathematics environment in kindergarten can be divided into two aspects, one is the hidden environment that naturally exists in the surrounding environment, and the other is the explicit environment that teachers consciously create according to the goals of mathematics activities. These two mathematical environments have different influences on children and different requirements for teachers.
The development and utilization of the hidden environment that naturally exists in kindergartens largely depends on the quality of teachers themselves, because children discover and learn under the guidance of teachers. Teachers should be good at discovering and grasping educational opportunities, flexibly using the mathematical materials provided in the environment, guiding children to learn and apply mathematical knowledge, and enabling them to acquire corresponding mathematical knowledge and ability. The explicit environment consciously created by teachers according to the objectives of mathematics activities is open, inclusive, guided, interactive and mobile, which embodies the principle of taking children as the main body. In the mathematics environment provided by teachers, children are free to explore, use their hands, use their brains and speak freely through their contact with the environment, so that children can actively participate in activities and learn experience and acquire mathematics through interaction with peers, environment and teachers.