A Study On The Concept Of Number Of Large Class Children Based On Case Analysis

The formation of concepts is one of the main indicators of children’s thinking development,and the development of mathematical concepts is the main indicator of children’s thinking development.The concept of number is an important component of preschool mathematics education,and is the foundation for cultivating children’s mathematical abilities.The "Guidelines for the Learning and Development of Children Aged 3-6" and the "Guidelines for Kindergarten Education(Trial)" emphasize that preschool teachers should adopt diverse teaching strategies based on the age and personality characteristics of children,create rich learning situations for children,guide them to discover the quantitative relationships in life,and experience the joy of learning mathematics.The daily living environment is the best environment for young children to learn mathematics.Teaching young children mathematics in daily life is often half the effort.However,due to the utilitarian teaching orientation,sometimes mathematics education will deviate from real life and incline towards "elementary school".The method used by teachers in the process of teaching mathematics for young children is mainly didactic,and the method is also relatively outdated and abstract,which is likely to affect the understanding and absorption of the connotation of logarithms by young children.Mathematics education for young children in daily life can help them acquire concepts related to numbers.Therefore,it is necessary for early childhood mathematics education to return to life and stimulate their interest in learning number concepts in real life and during games,thereby promoting their learning and development of number concepts.First of all,in the introduction chapter,it describes the reasons for choosing the topic and the significance of the research,the definition of concepts,theoretical basis,research summary,and research design.Secondly,based on the results of the children’s number concept test,this paper elaborates the development level of the number concept of 30 children in the freshman class from six aspects: cardinal number,ordinal number,composition and decomposition of numbers,conservation of numbers,addition and subtraction of preliminary numbers,and development of mathematical logic ability,so that we can have a clearer and intuitive understanding of the development of the number concept of children in the large class,and based on the current development situation,from the aspects of children themselves,teachers Parents analyze the reasons for their development difficulties.Thirdly,it presents adult intervention cases aimed at the development difficulties of individual young children in different aspects of mathematical concepts,and carries out detailed descriptions and in-depth analysis.Furthermore,from three aspects of children themselves,teachers,and families,this paper discusses in depth the factors that affect the slow development of children’s number concepts in large classes.Children’s age characteristics,existing knowledge and experience,personality characteristics,teachers’ educational methods,teaching strategies,the creation of educational environments,and parents’ upbringing methods can all affect their level of number concept development.Finally,a series of operable suggestions are proposed in detail and reasonably from three aspects: kindergarten,teachers,and family.