Kindergarten teaching should be integrated with each other, with children as the main body. Teachers are both leaders and collaborators of activities. Teachers should give full play to children's autonomy and stimulate their interest in learning. Therefore, teachers can't make a car behind closed doors in the process of mathematics teaching, and infiltrate mathematics teaching into kindergarten teaching, so that children can develop oral expression ability, cultivate artistic interest and cultivate sentiment in the process of learning mathematics. For example, in the sports activity "Little White Rabbit Picking Mushrooms", I asked each child to pick a mushroom and count how many mushrooms were picked. How much is left? There are also some white rabbits to help. For example, play a stride game on the runway, let the children estimate how many steps you can cross this runway, and then let the children try to see how far your estimation is from reality, so as to develop their initial understanding of the length and distance of the distance and feel the charm of mathematics. In science education, children can naturally discover the quantity and spatial relationship between objects by measuring and counting, improve their awareness of mathematics application and develop their ability to solve problems. In art appreciation activities, we can let children appreciate objects with mathematical beauty in nature, such as flowers, butterflies, shells, bees, leaves of such plants, sunflower dishes and so on. Let children feel the beauty of order and harmony in the form of arrangement. Language activities are no exception. The internalization of mathematical concepts and the development of language skills are two important aspects of children's intellectual development, which interact and promote each other. For example, the story of "Spring" allows children to observe the arrangement and changing rules of codes while learning, and know that the numbers 1, 2, 3, 4 and 5 have different arrangements but are mutual, and each arrangement represents different meanings, indicating the codes of different animals. This is the password of the squirrel's house. It's a chicken's yard, a kitten's yard, a puppy's yard and a duckling's yard. If you dial the wrong number, you have dialed the wrong person. Finally, it will lead to children's real life, understand the similarities and differences of codes around us, and finally let children learn to create numbers and truly experience the close relationship between the use of numbers and our lives. In children's mathematics education, these items are inseparable, but they are intertwined and interact with each other. Children's mathematics education is an indispensable part of children's curriculum. The new curriculum view and knowledge view also tell us: "Children do not passively accept knowledge, but construct and discover knowledge;" Not a bystander of knowledge, but an active builder and creator of knowledge meaning. Moreover, the role of children is not given by the teacher kindly, but they naturally have as learners. In the field of children's mathematics education, it is necessary for children to really "learn to apply mathematical viewpoints and methods to solve vivid practical problems around them, instead of using them as knowledge reserves or dogmas", which requires us to reflect deeply from concept to behavior. There is still a long way to go to make kindergarten mathematics education really effective or even efficient. Let's work together: give children a space for their own progress; Give children a condition to exercise by themselves; Give your child a time of his own arrangement; Give the child a question and let the child find the answer by himself; Give your child a chance to seize it; Give children a right to choose; Give children a topic and let them create it themselves. In particular, don't blame children for their mistakes. Because mistakes can also be the driving force to decide your progress and develop new interests. The misuse of rules will lead to many results that can't be seen under correct conditions, and in these results, we can in turn have a new understanding of the correctness and beauty of mathematics. When teaching children mathematics, we shouldn't blame or act in haste. In short, as a kindergarten teacher in the new era, we should constantly improve our own quality, constantly change teaching methods, strive to create an equal and harmonious teaching atmosphere, dare to creatively carry out classroom teaching, enrich our teaching activities and make the math classroom full of vitality! Mathematics activities are neither as easy to attract children's attention as language, common sense and art, nor as easy to satisfy children's active psychology as music and sports. Children are often not interested in learning mathematics knowledge, and their understanding and mastery of knowledge is not strong enough, coupled with the problems existing in the current situation of mathematics for rural children. Therefore, how to make children interested in boring mathematics knowledge and enable them to actively and better complete the tasks stipulated in the activities has become a problem that needs to be solved in our current teaching activities. Therefore, in mathematics activities, how to give play to children's interest in learning mathematics? How to integrate mathematics teaching into our work? Below, I will talk about some of my feelings and hope to discuss them with you. [Keywords:] interest in mathematics education and teaching 1. The present situation of mathematics education in rural kindergartens Mathematics is a science that studies the relationship between spatial form and quantity in the real world. It has a high degree of abstraction and strict logic. Because of this abstraction and logic, mathematics plays an important role in kindergarten curriculum. With the progress of society and the development of the times, the curriculum reform in kindergarten is deepening, and the goal of mathematics education in kindergarten is changing with the times. The new syllabus clearly points out that the goal of kindergarten mathematics education is "to feel the quantitative relationship of things from life and games, and to experience the importance and interest of mathematics", and its content and requirements are "to guide children to be interested in the phenomena of numbers, quantities, shapes, time and space in the surrounding environment, to construct a preliminary concept of numbers, and to learn to solve some simple problems in life and games with simple mathematical methods". This indicates that kindergarten mathematics education is undergoing a major change from focusing on static knowledge to dynamic knowledge, from focusing on superficial knowledge to focusing on action knowledge, and from focusing on "mastering" knowledge to focusing on "constructing" knowledge. However, in the practical field of rural children's mathematics education, the reality we see is not optimistic: the old teaching concept has a deep-rooted influence on teachers. Teaching view is a teacher's understanding or proposition of teaching, that is, a teacher's understanding of teaching objectives, teaching process and teaching objects. At present, kindergarten education is still imprisoned by traditional and outdated teaching concepts. 1, the goal of mathematics education activities is single: teachers still regard knowledge and skills as the main goal of mathematics education, lack of all-round understanding and grasp of the goal, and ignore the development of thinking ability, the cultivation of mathematics interest and other goals. 2. The process of mathematics education activities is boring: the teacher's teaching method is single, and it is often the repetition of explanation, demonstration and operation; Surgical materials are single, and often several sets of surgical materials are reused; The teaching content is monotonous. When choosing content, teachers pay more attention to the content of mathematics knowledge, but less attention to children's interest in mathematics and the corresponding content of ability training, and often ignore the phenomenon that the content is not suitable for children's development. Mathematics is everywhere, and children's mathematics learning can start from the side. However, in the actual mathematics education, teachers prefer to copy the knowledge in books and recite the subject from the book, while ignoring the real life of children. In children's mathematics learning, the pure and natural state of mind is replaced by profound, difficult and abnormal feelings, and knowledge is divorced from life. 3. Ignoring the subjectivity of the educational object: Teachers emphasize their leading role too much, and often act in one direction in activities, and children passively participate in activities according to the requirements of teachers. Second, the significance and ways of implementing interesting mathematics. Interest is the motivation for children to learn. With the development of society, it is becoming more and more important to cultivate children's interest in learning. The Outline points out that kindergarten education should respect the laws of children's physical and mental development and learning characteristics, pay full attention to children's experiences, and guide children to learn lively and actively in life. Mathematics is abstract, general and logical, and the mathematical knowledge involved in children's mathematics education is enlightening to some extent. If boring classroom education is adopted, and teachers talk about the way students listen, children will often lose interest, which is not conducive to their study. So how to cultivate children's interest in learning mathematics in peacetime? (1) Integrating mathematics education into daily life reveals to us from the lines of the syllabus that "the whole world is a classroom for children." The form between objective facts and reality reflected by mathematics is closely related to mathematics in the colorful objective world. Teachers should guide children to understand the relationship between mathematics and life and really learn and grow in life. At the same time, we can easily find that there are numbers everywhere in our lives, so we can say that we live in a "mathematical" world. Mathematics is everywhere in children's daily life. Therefore, the teaching content of all ages can be infiltrated into children's daily life, such as coming to the park in the morning, morning activities, regional activities, life care, routine, preparation before teaching activities and so on. Go to kindergarten on time in the morning (time); How many children came and how many children were absent (number, statistics); What kind of toys (shapes) to play with and so on. In the natural corner of the windowsill, the children divide the above things into: planting area, feeding area, fruit area and so on. While observing the growth of onion, garlic, Chinese cabbage and other plants, we inadvertently compared the height and length. In this regard, we can let children learn mathematics in life, establish an integrated educational concept, and naturally integrate the corresponding mathematics content and theme about number, quantity, shape, time and space, other teaching fields and children's daily life according to the needs of children's problems, so as to promote children's multi-faceted development. Our teachers should not only focus on concentrated educational activities, but also guide children to learn mathematics in life and apply it to solve practical problems in life. For example, in the daily activities of small classes, teachers should randomly guide children to learn mathematics, so that children can acquire some elementary mathematics knowledge naturally, easily and happily, without ideological burden, thus stimulating children's interest in learning mathematics and their initiative to participate in activities, such as posting photos of the same sex or the opposite sex in their cloakrooms. Stick brightly colored fruit patterns on bookshelves, small chairs and cup holders, and naturally arrange the size and color. When drinking water and washing hands, let the children know that 1 children use 1 cups and 1 towels and know that children use as many towels as cups. If the child is not here, there will be extra cups and towels. One-to-one correspondence is spoon perception during eating. The children in the middle class have mastered a lot of mathematics knowledge, and they will transfer their experience and think positively according to what they have observed or found in their lives. Therefore, we should be able to let a child count the number of children at 1, and let a child count the number of children's cards, and compare them after the children enter the park early. The teacher lets each child take turns, which can not only let the children practice the corresponding score comparison, but also let the teacher know the children's mastery of mathematics knowledge, which is convenient for targeted guidance. 2. Make a school for your child, and write the child's learning situation in the card insertion position of the morning check-up bag, so that the child will insert the card and his own learning situation in the morning check-up bag after entering the park. When the children know their learning situation, the teacher will consciously communicate with the two-digit children about their learning situation, so that the children will be interested in the changes of numbers in the morning check-up and understand the numbers easily. 3. Let children be teachers' assistants, and let children help teachers distribute school supplies. For example, the teacher asked one child in each group to count the number of people in their own group, and then counted the corresponding test papers according to the number of people in their own group and distributed them to each child. The children in the big class already know the money. In daily activities, children often come into contact with their mothers who eat too much. When you see your mother pay, you have to pay for food and toys, but children haven't tasted the taste of "little master". Why not let them experience the shopping process by themselves? Therefore, in outdoor activities, we let children try to buy things with one yuan. Through the above-mentioned phenomena in daily life, children can experience how natural, relaxed and interesting it is to learn mathematics. Using living materials to guide children to consciously or unconsciously feel all kinds of mathematical information from life through various sensory channels can eliminate children's strangeness to mathematics, arouse children's closeness to mathematics, help stimulate children's interest in learning, accumulate rich perceptual experience for children to learn mathematics and lay a solid foundation for mathematics learning.