Study On The Strategies Of Preschoolers Solving The Problem Of Oral Addition And Subtraction

In our country,the math education of infants has focused on math teaching for a long time.However,the ability to solve mathematical problems of the children is less concerned and cultivated.The children can use simple mathematical methods to solve mathematical problems in life,which will have a positive impact on promoting young children,understanding number concepts,and enhancing children's learning of mathematics interest.Therefore,helping children grasp the strategy to solve the problem of mathematics is particularly essential and critical.In this project,the purpose of this study to understand the whole situation of the strategies chosen by children of the top class in a kindergarten when solving different addition and subtraction problems by nuncupating.According to the characteristics of the overall situation analysis the strategy selection,and its influence factors,it will help teachers better understand children's differences.According to different development levels,different age characteristics of children,the teachers can design various mathematical collective teaching activities,ultimately promote the development of young children.Meanwhile,as a critical period connecting kindergarten to primary school,the top class in the kindergarten plays the role of connecting the preceding and the following.The study on the strategy selection of junior class children in solving the problem of oral addition and subtraction operation is also of great significance on the development of children's mathematical ability after entering primary school,middle school,and even university.In this study,the experimental method and the conversation method were used.20 five to six years aged children in each class include 10 children who had learned addition and subtraction operations and 10 children who had not learned addition and subtraction operations.A total of 80 children are selected from four top classes of the kindergarten in a provincial and municipal demonstration park in Wuhan City,Hu bei Province,as the experimental subjects.To study the strategy selection of children when solving the problem of oral addition and subtraction,this work takes the specific experiment topic of a problem situation as the carrier to solve the problem of oral addition and subtraction.The results of this study are as follows:1)The strategies to solve the problem of oral addition and subtraction selected by the children form the top class in kindergarten have the characteristics of diversity;2)Different types of oral addition and subtraction operations will have certain influence on children's strategy selection.When children solve simple addition problems,the finger counting strategy is selected with the highest frequency;while children solve simple subtraction problems,extraction strategy is most often chosen.3)oral addition and subtraction problems with different difficulties positively affect the children's strategy selection.When children meet difficult oral addition and subtraction operations,they often choose the extraction strategy.While faced with the problem of oral addition and subtraction with relatively great difficulty,we tend to select the number card strategy.4)whether children have systematically learned addition and subtraction will have a certain influence on their strategy selection.For children who have learned addition and subtraction operations,the selection frequency of the extraction strategy is the highest,while for children who have not learned addition and subtraction operations,the selection frequency of the number card strategy is the highest.Combining with the existing research on the current problems and influencing factors in the strategy selection of children solving the problem of oral addition and subtraction in this study,the researcher discussed how the preschool teacher should guide the children's strategy selection in solving the problem of oral addition and subtraction from the macroscopic and microscopic perspectives.First of all,macroscopically,it puts forward six principles that should be followed to guide the big class children to solve the problem of oral addition and subtraction when choosing strategies.They are the principle of understanding as much as possible,the principle of easy to understand,the law of operation,the principle of suitability,the principle of teacher-child interaction,the principle of excitement.Secondly,some specific operational strategies are put forward on the micro-level,respectively.They are 1)integrating teaching contents into life and carry out life-oriented teaching,2)paying attention to the diversity and hierarchy of mathematical operational activities,3)creating a mathematics teaching situation,4)setting a variety of mathematical problems for children to solve,5)respecting children's strategy choice,6)timely providing supports for children.