本文旨在探讨父母在亲子游戏活动中使用数学语言的差异以及对幼儿数学能力的作用。通过对多组亲子游戏活动进行深入观察、编码和分析，发现父母的数学语言在数字读写维度上存在显著差异。父亲在亲子游戏活动中使用关于加减法的数学语言越多，幼儿数学能力的水平越高；母亲在亲子游戏活动中使用关于数字读写、序数的数学语言越少，减法的语言越多，幼儿数学能力的水平越高。家长应增强在亲子活动中使用数运算，尤其是加减法数学语言的意识和能力，更有效地引导幼儿的数学交流，为其提供更丰富和更有意义的数学学习指导，以更好地促进幼儿的数学学习和全面发展。

The purpose of this paper is to explore the differences in parents' use of mathematical language in parent-child play activities and the effects on children's mathematical ability. Through in-depth observation, coding and analysis of multiple groups of parent-child play activities, it is found that there are significant differences in the Number identity dimension of parents' mathematical language, while there are no statistically significant differences in other dimensions. The more the father used math language about Add and Subtract in the parent-child play activities, the higher the children's math ability level; The less the mother used math language about Number identity, Ordinal, and the more the Subtract language in the parent-child play activities, the higher the children's math ability level. Parents should enhance the awareness and ability of using number operations in parent-child activities, especially the mathematical language of Add and Subtract, more effectively guide children's mathematical communication, and provide them with richer and more meaningful mathematical learning guidance, so as to better promote children's mathematical learning and all-round development.