A Study On The Mathematical Language Of Novice And Experienced Teachers In Kindergarten Mathematics Education Activitie

In educational activities,preschool teachers’ teaching language is an important means of teacher-student interaction,and it is also an indispensable element to complete the whole educational activities.In kindergarten mathematics education activities,mathematics communication is the key factor in teaching activities.In the process of mathematics communication,mathematics language is one of the key factors for teachers to teach and guide children.The suitable mathematical language can not only promote the acquisition and development of children’s mathematical knowledge and logical thinking ability,but also cultivate children’s interest and confidence in learning mathematical knowledge,so that children can obtain happiness from the acquisition.This study focuses on the characteristics of the number,types and content fields of mathematics language of novice and proficient teachers in kindergarten mathematics education activities.Taking the process of 48 mathematics education activities carried out by6 novice teachers and 6 proficient teachers as the object of observation and analysis,this paper makes an overall descriptive statistics and differential analysis on the total number of mathematical languages,different types of languages and the content fields involved in the language.The case analysis of novice teachers and proficient teachers in the types and content field characteristics of mathematical language is carried out,and concludes as follows:1.the number of proficient teachers’ mathematical language is significantly higher than that of novice teachers.2.proficient teachers use more questioning and enlightening mathematical language,novice teachers use more inquiring language but the quality needs to be improved.3.proficient teachers’ mathematical language contains more concepts and operations,novice teachers’ mathematical language contains more content of comparison and measurement.4.proficient teachers are more standardized and scientific than novice teachers.In view of the small number of mathematical language displayed by novice teachers in the process of mathematics education,the lack of questioning language and enlightening language,the quality of inquiring language needs to be improved and the standardization and scientificity of expressing content need to be strengthened.