A Comparative Study On The Entrance Preparation Of 5-6-year-old Children In Montessori Mathematics Teaching And Conventional Mathematics Teaching Activities

Mathematics is an important part of kindergarten education.Children learning mathematics is beneficial to the development of logical thinking,which lays a foundation for the future learning of subject knowledge.In the kindergarten stage,mathematics preparation is conducive to stimulate children’s interest in learning mathematics,accumulate certain mathematical knowledge and skills,and cultivate children’s good learning quality,so that children can adapt to the mathematics learning in the compulsory education stage.In this study,50 5-6-year-old children and 9 teachers from Z kindergarten and D Kindergarten in Hohhot were selected as the research objects,and the survey method was adopted to investigate and analyze the mathematics entrance preparation of 5-6-year-old children who received Montessori mathematics teaching and conventional mathematics teaching.We observed the differences between conventional mathematics teaching and Montessori mathematics teaching activities in the implementation of the teaching goal,teaching preparation,teaching organization,teaching methods,teaching process differences.At the same time,through interviews to understand the teacher’s understanding of the school readiness level of mathematics and the organization arrangement of children’s mathematics teaching activities,etc.,combining with the actual mathematics entrance on both the preparation are also proposed.According to the data,young children accepting the Montessori mathematic teaching and conventional mathematics teaching all reach the qualified level（M > 18）,The average sure of young children accepting the Montessori mathematics teaching is significantly higher than those accepting conventional mathematics teaching,whose results showed significant difference（t=-4.384,P =0.000）.The results showed that there were significant differences in the meaning and comparison of numbers,the addition and subtraction of numbers,comparison of quantities and transitive reasoning,totally four test contents（P <0.05）.Children who received Montessori mathematics teaching scored higher in these contents than those who received conventional mathematics teaching.The "Learning Quality Evaluation Table" in the evaluation tool was used to evaluate the learning quality of children who received Montessori mathematics teaching and those who received conventional mathematics teaching.The comparison results showed that there were significant differences in attention and persistence（t=-9.303,P =0.000）,and children who received Montessori mathematics teaching performed better in these two aspects.In order to explore the reasons for the difference between Montessori mathematics teaching and conventional mathematics teaching,the study observed and analyzed the teachers’ prearranged mathematics teaching activities and the children’s independent choice of mathematics activities in the two kindergartens.First of all,Montessori and conventional teachers set different goals in the scheduled mathematics teaching activities,and adopt different preparation for teaching activities;Different teaching organization forms and different teaching methods are adopted;The organization of the activity process is different,as well,Secondly,in children’s self-selected mathematical activities,children’s self-learning objectives are different,the activity process is different,and the learning environment is also different.Combined with the test results and based on the analysis of the implementation process of Montessori and conventional mathematics teaching activities,this study puts forward suggestions on the preparation work of 5-6 years old children’s mathematics entrance under Montessori mathematics teaching and conventional mathematics teaching activities.First of all,in general,both kindergartens should make an overall plan for children’s math entrance preparation,clarify and improve the goal of math entrance preparation;The teaching of classification,pattern cognition and transitive reasoning is supposed to be emphasized.Secondly,under Montessori mathematics teaching activities,kindergarten should properly adjust the "working" hours to protect children’s interest in learning;Discover children’s difficulties in time and give them guidance timely;Draw lessons from the excellent experience of routine mathematics teaching in life,situation and game.Finally,under conventional mathematics teaching,kindergarten should appropriately increase the length of mathematics activities,and give children more hands-on opportunities;Learning from the experience of Montessori mathematics teaching AIDS operation,kindergarten should provide children with appropriate mathematics teaching AIDS;Attach great importance to the role of the environment and make effective use of mathematical Angle;Focus on cultivating children’s attention,concentration and other learning qualities.