A Study Of Using Multiple Representation To Promote The Development Of Number Sense In Senior Kindergarten

In recent years,the sense of number and its importance to the development of children have attracted more and more people's attention.Through reflection and action cycle in the process of action research,this study aims to explore the practical process of the application of multiple representations in the development of children's number sense in large classes of kindergarten,so as to understand the impact of the application of multiple representations in teaching on children,analyze its application strategies,and provide feasible teaching Suggestions and guidance strategies for frontline teachers to carry out such teaching.The research object of this study is a class of children in a public kindergarten in songjiang district,Shanghai.The experimental class is divided into two groups,singing number,number symbol recognition,number object correspondence,number order,comparison,addition and subtraction,and other six core concepts of number sense,to implement collective teaching activities.Through the action research process of six large action cycles and twelve small action cycles,the research conclusions are drawn based on the research problems.The results show that it is effective to use multiple representations to promote the number sense development of children in the senior class,and the number sense development level of children has been significantly improved.The effective application of multiple representation in the development of the number sense of children in the big class should start from the selection of multiple representation,the teaching design with the number sense experience as the core and the implementation of teaching.Secondly,in terms of teaching design centered on the experience of number sense,the following three points should be done: first,select appropriate content according to the core experience of children's number sense;second,provide appropriate activity materials according to the needs of children's development;third,design diversified extension activity links according to the needs of activities;Finally,in the implementation of teaching,games can be used to introduce and develop extended activities,and materials needed in the activities can also be used as early experience to expand the number sense experience.In addition,in the specific implementation process,teachers can use key questions or materials to help children understand the core experience.Based on the research conclusions,this paper puts forward the following Suggestions: first of all,kindergartens should attach importance to the importance of number sense to children's development and the important value of multiple representation in kindergarten mathematics teaching activities,to provide theoretical and technical support for teachers to carry out multiple representation activities,and to strengthen the cooperation between home and abroad;Secondly,preschool teachers themselves should improve the ability to interpret the core experience of number sense,and strive to improve the professional ability of using multiple representations to promote the development of number sense of big class children.