Action Research On The Distribution Of Mathematics Materials In The Middle Class Of Kindergartens

3-6 years old is an important period for the development of mathematical thinking ability of preschool children.Each child can decide whether to enter the math area according to their own needs;when they are in the math area,they can also independently according to their own development level,interests,etc.Select Math District Materials.In autonomous activities,the math area is an area of autonomy,freedom,and exploration.The materials put in by the Math Zone are the most important material basis to ensure the implementation and development of regional activities.Teachers achieve the impact on children through the materials placed in the mathematics area,which ensures the realization of the goal of regional activities.However,in actual teaching,many kindergarten teachers have doubts and difficulties about how to put materials in the math area.This study mainly used action research method,test method,participatory observation method and interview method to put mathematical materials in experimental class for 7 months.Three rounds of action research were carried out following the basic link of "planning-implementing-summary".The first round of action research(October 2021),at this stage,in order to understand the actual situation,the suitability of materials in the mathematics area will be launched.The second round of action research(November 2021)will promote the operational delivery of activity materials in the mathematics area,pay attention to teachers’ design,delivery,evaluation,and adjustment of materials,and conduct the second round of delivery.The third round of action research(December 2021)to promote playful placement of activity materials in the math area.The last is the summary and reflection stage of action research(January-March 2021),which analyzes all the data of the whole process of the implementation of the activity.In order to test the experimental effect,this study selected two middle classes in Shenzhen S Garden,set C class as the experimental class and D class as the control class,with a total of 50 children.In the experimental class,a three-month math zone material delivery action was carried out,while the control class did not make changes to the math zone materials.Before launching the action,a pre-test was conducted on the development level of children in the two classes of mathematics core experience,and it was determined that the development of mathematics ability of children in the two classes was similar.After the placement,post-tests were conducted on the children in the two classes to analyze the development level of core mathematics experience and the development differences between the four dimensions.The results of the study show that after this action research on the placement of the math zone,there are significant differences in the development level of the middle school children’s core mathematics experience and the four dimensions,that is,the placement of materials in the math zone is conducive to the development of the core mathematics experience of children.Finally,the researcher summarizes the effect of action research from three aspects: the development of children’s core mathematics experience,the change of mathematics area,and the growth and progress of teachers.Children’s mathematical ability has been improved,and the materials in the mathematics area of the class are more reasonable;teachers’ educational philosophy has gradually changed to support the improvement of regional activity ability.