Case Study On The Development Status Of Young Children In Mathematics And Kindergarten Mathematics Education

Nowadays, the rapidly developing of mathematics and the evolution of cognition and intelligence theories give out anew the understanding of the objective, the role and the function of mathematics education in kindergarten. In the circumstances, this paper is focusing on how the actuality and the problems are in mathematics education, and trying to find some ways to improve it as well.In this paper, the evaluation method, the interview method and the observational method are used to analyze and study the preschool children's development in mathematics and the existent problems in mathematics education in kindergarten. The conclusion indicates everyaspect of mathematics education process has its own problem: theobjective can not direct the education practice; the content lays particular stress on imparting knowledge and training skills, but not constructing knowledge; the teaching method is not dynamic, which lacks the indispensable communication between teacher and children as well as the children themselves; the evaluation method can not operate educational effect; individual differences of children are ignored in the mathematics education. Consequently, preschool children have not been developing individually in all aspects, including positive attitude and value to mathematics, mathematical thoughtway and ideation, and constructed mathematical knowledge and skills, in mathematics education.In the final part of this paper, some educational advices are given to the teachers in the kindergartens to help them improve the mathematics education.