The Social Construction Of The Kindergarten Math Activities In The Perspective Of Case Studies

Kindergarten Mathematical Activity, as a special activity and channel to advance the development of children, has come to children teaching community's attention. For a long time, we realized that a child's mastery of mathematical logic knowledge was not from the object, but from his action and its harmony. The mathematical study view based on constructivism has been thoroughly known in the kindergarten mathematical teaching field. It is also widely shared that we should pay attention to the interactivities with children and the material and advocate individual operation. However, since 1990s with the growth of Social Constructivism and its influence in contemporary education reformation, the mathematical study view based on social constructivism theory was gradually becoming the focal point in the mathematical teaching field. It stressed that learning mathematical knowledge and concept was not only a process of cognition but a process of communication and advocated that learning environment required cooperation and help with each other. Consequently, it occurred to us that we should consider and survey the kindergarten education activity again.This paper uses individual research to analyze and interpret the kindergarten mathematical activity case from the visual angle of social constructivism theory and by dint of qualitative research method. By means of field survey, interview, literature collection and questionnaire, the article delves into creating real situation to help the child to construct his mathematical concept, and answer several questions as well, such as a child making intercourse with others and teachers and the role of a teacher in mathematical study.Based on the discussion, the author offers some suggestions as follow: 1) In addition to helping them to operate themselves, we should give the children some real situation and backgrounds in the kindergarten mathematical activities. 2) In addition to helping the children to develop their skills of raising question, we should encourage them to communicate and construct with others in the kindergarten mathematical activities. 3) Although arithmetic is difficult for children, the teachers should realize that it's possible to obtain such mathematical knowledge and skill with some situation and your help. The teacher should be neither a departure from mathematical concept nor a departure from children, but an optimistic co-constructor.