Mathematics Learning Adaptability Of Pre-Kindergarteners:

Pre-mathematics education has always been an important field in the early childhood education in China, and the children mathematics adaptability is given more and more attention. At present, most of the children mathematics research are focus on the preparation for school attendance and the mathematics education activities, and many mathematics education activities are provided for children in upper kindergarten.While the pre-kindergartners are the new members in kindergarten, and they faced many challenges to adapt to the new environment, the most research is about children adaptability of psychology and emotion,but the children learning research is very little.In order to learn about the state of pre-kindergartners mathematics learning adaptability, and improve the quality of education in kindergarten effectively, this study is mainly related to the problem of pre-Kindergartener’s mathematics learning adaptability. By the methods of testing and questionnaire, this research explores the consistency of assessment of pre-kindergartners, their teachers and parents of pre-kindergartners mathematics learning adaptability. Made three scales, the testing scale of pre-kindergartners mathematics learning adaptability, the assessment scale of pre-kindergartners’ parents mathematics learning adaptability and the assessment scale of pre-kindergartners’ teachers mathematics learning adaptability, are self-designed and after the reliability and validity test, the reliability coefficient 0.767, with good content validity, is consistent with the mathematical standards for statistical significance. By survey of pre-kindergartners mathematics learning adaptability and parents and teachers’ evaluation of it, with analysis of the consistency of three survey results, it is concluded that there is significant difference between teachers’ evaluation and pre-kindergartners assessment, which also appears between parents’ evaluation and pre-kindergartners assessment, while the difference between teachers’ evaluation and parents’ is not significant. By review of related materials, Combined with findings from teachers, parents of small children two aspects of mathematics learning adaptability Problems were discussed.