Bruner, an American educator, believes that "the best motivation for learning is the interest in the learning materials themselves". This fully shows that interest is the driving force for learning and the driving force and foundation for children to seek knowledge. The infinity of mathematical knowledge, the challenge of mathematical reasoning to thinking and the wide application of mathematical knowledge in activities have great appeal to children. Keywords mathematical operation material interest mathematics is a science that studies the quantitative relationship and spatial form in the real world, which is highly abstract and logical. For young children, if we only pay attention to the study of mathematics knowledge, it will easily lead to boredom and boredom. A strong interest can stimulate the intellectual potential to the maximum extent and make it in the most active state. According to the spirit of Kindergarten Education Outline, mathematics activities should focus on stimulating children's interest in learning, creating favorable conditions for children to learn mathematics in the future and laying a good foundation for children to learn mathematics for life. After a period of thinking and practice, I have summarized the following forms and methods, which I would like to share with you. First, stimulate interest in the form of games "Outline" pointed out: "Education in games." Games are children's favorite activities, but also a favorable means of children's mathematics education. Using games to learn abstract mathematics knowledge can effectively stimulate children's interest in learning, improve their enthusiasm for thinking, and let children learn mathematics easily and interestingly in a happy mood. In math activities, I always use games to attract children's attention and get them involved in the activities. Such boring math knowledge will become interesting because of the game, simple and repeated exercises will become vivid because of the game, and children will learn easily and happily, and the effect will be better. For example, when teaching children to know ordinal numbers and cardinal numbers, I first use big toys to build a building with my children, and mark several units and floors, and then let the children play the game of finding a home for different animals (the little monkey lives in the first room on the second floor of the first unit; Piggy lives in the second room on the first floor of Unit 3, and will live in it when he finds a home. The rest of the children also dressed up as different animal images to visit, so that children can master the ordinal number and cardinal number in a happy atmosphere. Second, using operational materials to stimulate interest In previous activities, teachers often used teaching AIDS to demonstrate and explain basic mathematical concepts on this basis. Teachers are the leaders of children, and children's learning focuses on listening and watching. Most of the operations are to verify the knowledge imparted by teachers. Piaget believes that children are cognized by operation, and providing children with educational operation materials can enable children to use various senses, use their hands and brains, explore problems and acquire knowledge in the process of interacting with materials. When designing and preparing homework materials, we should not only consider the aesthetics and interest, but also consider the hierarchy of the materials, that is, whether the materials can meet the needs of children at different levels of development, so as to promote each child to improve to varying degrees on the original basis. He warned teachers that putting too much emphasis on picture representation and abstract symbol education will turn children's math learning into pure memory and provide physical operation materials-not just for teachers to simply demonstrate materials, but for children to use their brains and concentrate on operating materials, which is of decisive significance to children's math learning and thinking development. Therefore, teachers should provide children with colorful, vivid and interesting operation learning tools to fully stimulate their desire for operation and interest in participating in activities. The materials provided can be self-made by teachers, such as mathematical chess manuals, large turntables, digital card solitaire, puzzles, etc. It can also be waste materials and natural objects collected with teachers and students, such as pebbles, peanut shells, happy fruit shells, bottles, boxes, paper clips, beads, popsicles, peas, etc., to stimulate children's desire to operate. Third, use the story of mathematics teaching to stimulate interest. The story of children's mathematics teaching refers to the teacher's use of vivid language in mathematics teaching, and the story that children love to see and hear, so that children can feel and learn mathematics unconsciously. Stories are children's favorite literary form. Through story teaching, children can increase knowledge and develop intelligence. Children love stories, especially when listening to them. If the teacher shows the things in the story while talking, the child's interest will be stronger. Therefore, I often make the teaching content into short stories, so that children can learn mathematics by listening to stories. Six and nine are numbers that are difficult for two children to distinguish, so I made up a short story: I have two children. What are their names? I'll tell you later. One of them skates well. Look (drawing the word "6" while talking): first slide backwards, bend half a circle, then squat down and turn in the same place. Later, people used the number it slipped out as a number and called it "6". Why is it called "6"? Because "6" and "slippery" are similar in pronunciation. So what's the child's name? What a coincidence, it's called Xiao Liuzi. The sixth is the word "6". Now you must know, little friend, as long as you like skating after seeing the number "6", it will know that it is math 6, which was skated out by small skating. The other one, who can't skate, has a magical ability, that is, (drawing the word "9" while talking) he will become a balloon and drag a line on the side. When it became such a balloon, it flew into the sky with a bang. But its courage is getting smaller and smaller. When it flew higher and higher, it was very scared and shouted, "help!" Help me! " Later, people took it as a figure and called it "9". Why is it called "9"? Because "9" and "redemption" sound similar. Coincidentally, the child's name is Zi. Now the children must know. In the future, as long as they see the figure of the balloon "9" flying in the sky, they will know that it is likely to shout "help" there again, and they will know that it is the word "9". In this way, children perceive mathematics and learn mathematics in listening to stories. Fourth, stimulate children's interest in learning in the form of domain integration. Nowadays, all fields of education and teaching are integrated with each other, and it is not a single form in educational activities. Mathematics is mathematics and art is art, and the two can be organically combined. In view of the characteristics that children in my class like drawing, I guide them to learn and consolidate mathematics knowledge in drawing, doing and playing. For example, after learning inside and outside, I asked my children to draw a pond with five ducklings inside and three flowers outside, and asked them to say what is inside and outside the pond at the same time, how many, and who is less than who. For example, in sports activities, the teacher taught the children to play the right game: the teacher said the number 5, and five children hugged each other quickly. This not only satisfies the children's active characteristics, but also consolidates the understanding of logarithm, and children like it very much. In short, make full use of children's various senses, let children have a look, find, listen, move and touch in various fields of activities, so as to deepen their understanding and consolidation of mathematics knowledge. Interest is the motivation and foundation of children's knowledge. The infinity of mathematical knowledge, the challenge of mathematical reasoning to thinking, and the wide application of mathematical knowledge in life have great appeal to children. Kindergarten teachers should mobilize the initiative and enthusiasm of children to participate in mathematics activities, stimulate their interest in learning mathematics, and let them learn, play and have fun!