Research On Teachers’ Mathematical Languages In Different Kinds Of Activities Of Preschool

Recently, some of the empirical researches have proved that teachers’ mathematical language has a positive impact on children’s mathematical cognition development. This study focused on teachers’ mathematical language in different activities through the observation and record of 25 teachers’ mathematical language in corner activities、picture book activities and collective teaching activities which are provided by the researcher. The research based on 25 teachers in 75 activities used the methodology of video analyzed the videotaped activities by text transcription, coding, and statistical analysis in order to conclude the expressive features of teachers’ mathematical language in the context of different activities and the differences between teachers when they are using mathematical language, aiming to study teachers’ mathematical language further and also provide reference and inspiration of practicable mathematical language for the front-line teachers.The findings of the study shows:1.In different situations, teachers’ mathematical language is up about 50% of the total teachers’ language. During the activities, mathematical language of teachers’ is more than that of children’s.2.A11 the amounts of teachers’ mathematical language during the three activities can predict those of children’s in specific activities.3.Teachers’ mathematical language can be divided into several kinds, such as interrogative mathematical language、informational mathematical language, indicative mathematical language, understanding kind of mathematical language, replying mathematical language and offering-answers mathematical language. Among those kinds, interrogative mathematical language is the most used mathematical language while teaching. In different situations of teaching, teachers’ mathematical language has different characteristics.4. Statistics show that there is no significant difference in the amount of the mathematical language of teachers with different years of teaching; In the picture-book activity, there is a significant difference between the mathematical characteristics kindergarten and non-mathematical characteristics kindergarten in the total amount of mathematical language and the amount of interrogative mathematical language. In the observation, the difference of using mathematical language is found to express in the following aspects:the questions、the discussion of concepts and different strategies of response to children.