How to Develop computational Suitability Education: An empirical study based on the mathematical cognitive ability of Chinese children

According to the ecological theory of human development and the dynamic system development concept, it has important significance for promoting human development, especially cognitive development, and the research on mathematical cognition in early childhood is particularly critical. However, indirect evidence shows that the development trend of children's mathematical cognitive tendencies in China is uncertain, and relevant research lacks access from the macro perspective of society. Based on this limitation, using empirical research to conduct dynamic and systematic scientific research on the development of children's mathematical cognitive ability in China today, it is found that: (1) the level of mathematical cognition of Chinese children increases with age and there are significant differences between different age groups; (2) Chinese children's mathematical cognition masters the concept of numbers and the development of arithmetic ability: physical > appearance> abstraction, addition > subtraction, and the recognition of physical numbers and verbal recognition are basically the same; (3) Compared with the implemented mathematical cognitive goals, the level of children's mathematical cognition in China has been significantly improved, and the children's mathematical cognitive goals can be appropriately flexibly improved in the practical education of young children. The results provide evidence support for the dynamic development of children's mathematical cognition in China, and broaden the development and influence mechanism of children's mathematical cognition from the perspective of social macro factors.