Study On The Current Development Status And Its Influencing Factors Of Preschool Children's Mathematical Ability

Global countries attach high importance to the development of their citizens'mathematical ability.However,in the front-line teaching,teachers always have uncertainty on mathematical activities.Group-based and area-based mathematical activities are their weaker part.The reason why is that teachers don't understand the current development status of preschool children's mathematical ability.What's the current development level of preschool children's mathematical ability?Is there any difference in preschool children's age,gender and kindergarten?What elements will influence the development of preschool children's mathematical ability?How is about the influence?In-depth discussion about these issues will be presented here.This study combines the method of stratified sampling and random sampling as below:According to the rate standard of H city,randomly draw kindergartens at the first rate,the second rate and the third rate,two kindergartens in each standard;randomly draw two second-year classes and two third-year classes from each kindergarten and form 24 classes in total as sample classes;randomly draw six preschool children from each sample class,with the equal ratio of boys and girls;conduct the mathematical ability test for 144 preschool children in total with Bracken Basic Concept Scale(revised);issue the Questionnaire on Family Mathematical Education to parents of the tested preschool children to know about preschool children's basic family information,cultural environment of family education,parents' mathematical teaching concept and parent-child mathematical activities,etc.Conduct quantitative rating of the environmental quality of the class mathematical area with the self-made Environmental Quality Rating Scale of Mathematical Area;have the semi-structured interview with the head teacher on the class mathematical education;collect basic information of the head teacher;present the current status and features of preschool children's mathematical ability development,the mathematical area's environment,and the family mathematical education through Descriptive Statistics,One-Way ANOVA and Independent Sample T Test;explore the relation of the class mathematical area's environmental quality,family mathematical education and preschool children's mathematical ability development results through Correlation analysis and Regression analysis.The results show that:1.the overall passing rate of preschool children's mathematical ability development test is 80.54%.There exists age difference and different passing rate of subtests,without difference in gender and family background.2.In the preschool children's mathematical ability development test,the passing rate of subtest time/order is 77.70%.Subtest time/order has obvious difference among kindergartens,Other Subtests and total score has no obvious difference among kindergartens.3.The class mathematical area's environmental quality at the intermediate level.There is a significant positive correlation between the mathematical area's environmental quality and preschool children's mathematical ability.But Under the control of mathematical education age and family,there is no predicting effect on preschool children's mathematical ability development results.4.There exists a significant positive correlation between the family mathematical educational quality and preschool children's mathematical ability development results.And under the control of mathematical education age,the family mathematical material input and parents' mathematical teaching beliefs have a predicting effect on preschool children's mathematical ability development results.Combining data analysis,observation,records and interviews,based on further discussion,targeted education proposals are put forward as below:Implement"Integrated Math" in one-day life to enhance mathematical education quality;build confidence in family education and scientific family education mode;value the exploring process of mathematical learning to develop preschool children's mathematical learning qualities.