Study On The Preparation Of Large Class Children For Mathematics Entrance

As a basic subject with a high degree of abstraction and logic,mathematics has a profound impact on children’s learning and development in primary school and even life,and mathematics school preparation,as an important part of the whole school preparation,has become a research hotspot in recent years.This study adopts the method of combining qualitative and quantitative,and selects 300 kindergarten children in three public kindergartens in District C of Kunming City as the research objects,and reflects the development level of their number,quantity,geometric space and relationship fields through mathematical tests.In quantitative comparison,there are four aspects: the lack of flexibility in the understanding of transitivity and reversibility,the insufficient grasp of the ability to adopt strategies and spatial recognition in the combination of graphs,the low level of classification recognition ability,and the confusion of pattern cognition and transitive reasoning.It is concluded that kindergarten children have a good grasp of the meaning,geometric space and double ordering of numbers,but their mastery of transitive reasoning,classification,pattern cognition and measurement is at a lower level.On the other hand,it reflects that kindergarten children can master the common knowledge that appears in mathematics education,but they have poor development in logical and abstract knowledge,and lack experience in mathematics learning laws and reasoning.Then,based on the current situation of mathematics school readiness level of kindergarten children,the in-depth interpretation and analysis of tests,observations and interviews were carried out,and the sources of its influence were mainly the children themselves,teachers and parents.Among them,the different structure and development level of children’s mathematical cognitive ability are the internal obstacles restricting the development level of kindergarten children’s mathematics school preparation,and learning quality is the most powerful variable to explain and predict mathematical ability.The level of teaching knowledge in the field of mathematics and the teaching behavior presented in mathematics activities of kindergarten teachers are significantly correlated with the level of mathematics school readiness of kindergarten children.Parents actively cooperate with kindergartens to consolidate and supplement children’s mathematics education,and their own education level and awareness of mathematics school readiness have a profound impact on children’s mathematics learning.Finally,based on the above factors,the researchers put forward the following teaching suggestions to improve the development level of mathematics preparation for kindergarten children: teachers improve their own mathematics teaching ability;Parents prepare their kindergarten children for mathematics school;Kindergartens strengthen their support for children’s mathematics teaching activities.