Although the first goal is related to the content of mathematics, such as shapes and patterns, it is not implemented in the content of mathematics in the end, but reflects the attitude towards mathematics and the expectation of the process ability of mathematics learning. In the previous mathematics education, we paid more attention to the content of mathematics itself, such as numbers and shapes, but recently people began to pay attention to the cultivation of process ability in mathematics learning besides mathematics content. For example, the mathematics standards for preschool and primary and secondary schools in the United States put forward two parts: content standards and process standards. The content standard describes the mathematical knowledge and skills that children should master, and the process standard puts forward the methods to master these knowledge and skills and the ability to use knowledge, including problem solving, reasoning and proof, communication, connection and mathematical representation. Process standards are the indispensable guarantee and support for children to master content standards. At the same time, in the process of completing the content standard, the process standard was formulated. The process standard of mathematics learning embodies the special role of mathematics in promoting children's thinking ability. It makes us realize that mathematics learning is not limited to the acquisition of mathematical knowledge, concepts and skills, but the development of comprehensive cognitive ability, and it is this kind of learning that can ensure children's real understanding and application of the mathematical knowledge they have learned.
(1) Discover the connection between mathematics and daily life. It is a necessary condition for effective mathematics learning and development to establish a connection between mathematics learning and children's life experience. Discovering the connection between mathematics and daily life is to help children see the use of mathematics in real life. The so-called process standard of connection means that children can understand and apply the connection between digital concepts and mathematics in practical situations (NCTM, 200 1). The connection between the concepts of numbers is a difficult point in children's early mathematics learning, but it is also the key point. Research shows that children's early acquisition of digital knowledge is related to many specific situations, but their understanding of logarithm in different situations will not be integrated at first, and it will take a long time to integrate gradually. For example, after learning to count, children will not immediately compare two groups or understand the relationship between counting and addition and subtraction. This connection also includes the connection between children's perceptual experience and formal mathematics knowledge, the connection between different mathematics contents, and the connection between mathematics and other knowledge. Teachers can promote the establishment of these relationships in many ways, for example, helping children find numbers in daily life, and the same mathematical knowledge and concepts will appear repeatedly in different life situations, and apply the newly learned mathematical concepts to different practical activities and other learning activities. Teachers should observe and understand what problems children have in the connection of concepts, and then strengthen these connections in various ways.
(2) Solving mathematical problems in life. The first goal also expects children to find that many problems in life can be solved by mathematical methods, which not only emphasizes the connection between mathematics and daily life, but also emphasizes the importance of inspiring problem-solving ability. For preschool children, solving mathematical problems means that they can use their existing mathematical knowledge and experience to solve problems in life or games, and reflect on this process to form new mathematical knowledge (NCTM, 200 1). Solving problems is one of the abilities of mathematical process, and it is also a comprehensive ability. It requires children to establish a connection between the actual problem situation and the existing mathematical knowledge and experience. Children's math problems are often related to the comparison between daily life and games, the sharing of food and toys, the understanding and application of daily timing tools, the use, comparison and measurement of coins and the use of tools to solve math problems. For example, when solving the problem of sharing food, children should find out whether food is enough for everyone, and if not, how to solve the problem of fairness in food distribution. In measurement activities, other items are used as measurement units or standardized tools to solve actual measurement problems.
(3) The importance of perceptual experience and interest in mathematics learning. The first goal emphasizes the importance of perceptual experience and interest in mathematics learning. Perception and operation experience are extremely important in children's early learning and development of mathematical concepts. Children's understanding of mathematical concepts is first manifested in physical operation, then gradually developed to representation level, and finally developed to abstract symbol level. Positive emotional experience can play an important role in learning, especially in mathematics learning. In early childhood, children tend to pay more attention to the characteristics of perceivable things and choose activities directly related to their own life experiences. Mathematics reflection is an abstract and invisible relationship, and it is often difficult to arouse children's spontaneous interest, so how to arouse their interest in mathematics learning has become the first problem that teachers and parents should consider.