First, the organization form of children's mathematics education activities

1, collective teaching:

Children in the whole class participate together, teachers face all children, provide a lot of common experience in a short time, pay attention to the logic and organization of educational content, and children inspire each other in activities to develop self-discipline and cooperation consciousness;

2, group teaching:

Children carry out activities in groups, and teachers provide environment and materials, which plays an indirect guiding role. Children have more opportunities for independent exploration and cooperation, which is conducive to cultivating their independence, autonomy and cooperation.

3, individual teaching:

Children's independent activities and teachers' individual guidance are conducive to teaching students in accordance with their aptitude and giving full play to children's subjectivity. Individualized teaching requires teachers, equipment and teachers' educational skills.

Second, the forms of interaction in kindergarten collective teaching activities are as follows:

(1) According to different initiators, teacher-child interaction can be divided into:

Interaction initiated by teachers and interaction initiated by children. Teacher-initiated interaction is one of the strategies for teachers to guide children's active activities in educational activities, and it is also the main type of teacher-child interaction in educational activities.

Teacher-child interaction initiated by children is often initiated when children find problems and face confusion in activities, but teachers need to respond in time to form substantive teacher-child interaction.

(2) According to the role orientation of teacher-child interaction, teacher-child interaction can be divided into:

Tilting interaction and parallel interaction. Inclined interaction means that in the process of interaction, the teacher is at the center of the activity and interacts with the children condescendingly. The dominant power of interaction is in the hands of teachers, and children are in a passive interactive position.

Parallel interaction, teachers and children in educational activities, mutual equality, mutual eye-up, peer-to-peer communication, cooperation and interaction.

(3) According to the role of teachers in teacher-child interaction, teacher-child interaction can be divided into:

Control, cooperation, participation and support.