数学素养是现代公民参与社会生活和从事社会工作必备的核心素养之一，儿童早期数学学习对思维培养、入学适应等具有重要影响。积极、有效的幼小数学双向衔接活动能够促进幼儿思维由具体形象思维到抽象逻辑思维的平稳过渡，促进早期教育收益优化。为进一步提高幼小数学教学双向衔接质量，研究以联合教研为背景，基于文本与实践的综合视角，对当前幼小数学教学双向衔接中的问题进行探究，并提出针对性建议。

首先，通过分析当前幼儿园数学活动与小学数学教学的相关政策、教材等文本资料，发现在“了解位值制”“数据的收集”“会认、读、写整时”三部分，幼小数学教学存在不衔接问题。

其次，通过两学段教师的个别访谈，对照文本分析结果发现，在实际教学中，教师实践中的衔接状况与文本分析结果存在差异。在“理解加减法含义”及“数学知识的实际应用”部分，虽然两学段文本材料的要求衔接连贯，但在实际教学中，教师认为儿童对于相关内容的学习，并未取得良好效果。而在文本要求中存在不衔接的“会认、读、写整时”，根据教师经验，综合文本与访谈结果分析，小学数学教学与幼儿园活动不衔接的内容有“了解位值制”“理解加减法含义”“数据的收集”“数学知识的实际应用”与“人民币币值换算”五部分。

最后，为进一步对上述双向衔接的问题进行分解与原因探究，本研究以联合教研为组织形式，采用焦点小组访谈法，引导两学段教师对当前衔接问题再剖析。研讨发现，双向衔接中的问题又可以具体分解为“数与物的对应关系”“数量间的关系”“数的操作与表达”“人民币实际意义”“位值信息意义”“‘10’的单位化”“整体与部分关系”几方面的问题。综合文本与实践研究，证明了双向衔接问题的主要原因包括“幼小教师对数学活动衔接的要求与难点缺乏深入理解”“衔接过程与结果评估的指导不足”与“家长存在错误衔接观念与行为”三方面。

基于此，本研究提出以下建议：首先，幼小教师应研读数学衔接要求，重视幼儿多元表征能力的发展，同时积极主动进行双向沟通；其次，应构建科学规范的幼小数学衔接课程体系，完善对数学学习质量评估工具，同时构建以“学区”为单位的联合教研平台，以从整体上完善幼小数学教学衔接体系；最后也应关注家校共育，帮助幼儿家长在幼小数学衔接中形成正确衔接观念，通过积极家校合作关系，保持正向衔接合力。

Mathematics literacy is one of the core qualities necessary for modern citizens to participate in social life and engage in social work. Mathematics learning in early childhood has an important influence on thinking cultivation and school adaptation.  Active and effective two-way linking activities of preschool mathematics can promote the smooth transition of children's thinking from concrete image thinking to abstract logic thinking, and promote the optimization of early education income. In order to further improve the quality of two-way connection in preschool mathematics teaching, this study, with the background of joint teaching research and based on the comprehensive perspective of text and practice, explores the problems in the current two-way connection in preschool mathematics teaching and puts forward relevant suggestions.  

First of all, through the analysis of the current kindergarten mathematics activities and primary school mathematics teaching related policies, textbooks and other text materials, it is found that in the three parts of "understanding the bit-value system", "data collection" and "recognizing, reading and writing time", there are problems of disconnection in preschool mathematics teaching.  

Secondly, through individual interviews with teachers in the two sections and comparing the results of text analysis, it is found that there are differences between the cohesion of teachers' practice and the results of text analysis in actual teaching.  In the part of "understanding the meaning of addition and subtraction" and "the practical application of mathematical knowledge", although the requirements of the text materials in the two sections are connected and coherent, teachers believe that children have not achieved good results in the learning of relevant content in practical teaching.  And no cohesion in text requires "would recognize, read, and write the whole", according to the experience of the teachers, based on the analysis of the text with the interview results, the elementary school mathematics teaching content of linking to the kindergarten activities do not have "understanding a value system" to "understand the meaning of addition and subtraction" "data collection" "the practical application of mathematical knowledge" and "the currency conversion" five parts.  

Finally, in order to further decompose and explore the causes of the above problems of two-way cohesion, this study took joint teaching research as the organization form and adopted focus group interview method to guide the teachers of the two sections to analyze the current problems of cohesion.  The research found that the problems in the two-way connection can be specifically decomposed into "the corresponding relationship between number and thing", "the relationship between quantity", "the operation and expression of number", "the actual meaning of RMB", "the meaning of position-value information", "the unitalization of 10 ", "the relationship between whole and part". Based on the text and practical research, it is proved that the main reasons for the problem of two-way cohesion include the lack of in-depth understanding of the requirements and difficulties of mathematical activity cohesion by preschool and primary teachers, the lack of guidance in the evaluation of cohesion process and results, and the existence of wrong cohesion concepts and behaviors by parents.  

Based on this, this study puts forward the following suggestions: First, preschool teachers should study the requirements of mathematical cohesion, pay attention to the development of children's multiple representation ability, and actively carry out two-way communication; Secondly, we should construct a scientific and standardized curriculum system of preschool mathematics connection, improve the evaluation tools of mathematics learning quality, and build a joint teaching and research platform with "school district" as the unit, so as to improve the preschool mathematics teaching connection system as a whole. Finally, we should also pay attention to home-school co-education to help parents form correct cohesion concepts in the connection between young and young mathematics, and maintain positive cohesion through positive home-school cooperation.