随着《幼儿园教育指导纲要(试行)》的学习与解读,在学前数学教育活动中教师的教育观念、教育行为等方面发生了可喜的变化。在研究与反思中,我们发现影响儿童数学学习的思想束缚,从教师的层面主要是:对学前数学教育活动目标的把握能力偏弱、提供数学教育活动材料的质量不高、观察了解幼儿数学已有经验与发展差异水平不够等,造成了部分幼儿学习数学的实效不够明显,严重的还挫伤了孩子学习的兴趣与求知欲。针对研究中的疑惑与问题,我们确定了 With the learning and interpretation of “Kindergarten Education Guidance Outline (Trial Implementation)”, there has been a remarkable change in the educational concepts and educational behaviors of teachers in preschool mathematics education activities. In research and reflection, we find that the influence of children’s mathematical learning constraints, mainly from the teacher’s level: pre-school mathematics education activities goal to grasp the weak ability to provide mathematics education activities, the quality of the material is not high, The level of experience and development is not enough, resulting in some children learning mathematics is not effective enough, serious also dampened children’s interest in learning and curiosity. For the study of the doubts and problems, we have identified