Research On Teachers' Mathematical Language In Puzzle Regional Activities Preschool

Mathematics is not just a subject.It is also a unique language.The language of mathematics is changing and influencing our everyday life.Today's reforms in mathematics education and teaching are also increasingly emphasizing the important role of "math communication",and the core of this exchange is the use of mathematical language as a tool.In recent years,studies have shown that preschool children's mathematics learning ability is closely related to the teacher's mathematics language input.Therefore,this study uses the teacher's mathematics language as a research means to describe the input of mathematics teachers in teaching activities,the distribution of the mathematical topics,the frequency of related mathematical language types under various core concepts,and the mathematics language of teachers of different teaching ages.The input characteristics and differences of input are expected to further deepen the research on mathematical language,providing certain reference for the first-line teachers to use mathematical language more reasonably in specific educational practice.This study focuses on teachers' mathematics language in the context of regional puzzle activity.Through three months of follow-up observations,we record the use of mathematics by six teachers in a puzzle area with mathematical elements.Using the video analysis method of the classroom,we conducted a research on the transcription,coding,and statistical analysis of the texts of the sixteen educational regional activities of the six teachers.The results of the study are as follows:1.The experienced teacher's mathematics language input was significantly higher than the novice teacher's mathematics language input.2.The frequency of mathematics-oriented numbers and operations of experienced teachers is significantly higher than that of novice teachers,and the frequency of comparison and measurement is significantly lower than that of novice teachers.3.Novice teacher collection and classification.The frequency of occurrence of mathematics languages such as numeration and measurement was significantly higher than that of experienced teachers;the number of new teachers' ordinaries and digital symbols in mathematics languages was significantly lower than that of experienced teachers.4.Based on the qualitative analysis of the mathematics language of teachers of different teaching ages in the regional activities of kindergartens,the mathematics language of experienced teachers is more provocative,more rigorous,and more diversified.In order to enable teachers to make effective use of mathematics language,researchers propose the following suggestions:1.Teachers should strengthen the study of children's mathematical core experience;2.Teachers' mathematics language should include the input of various types of mathematical core concepts.3.The teacher's mathematics language should be appropriate to children's age characteristics.