Infiltrating mathematical thinking methods, teachers should grasp the effective combination of mathematical knowledge and thinking methods when making teaching presupposition, and embody each mathematical thinking method infiltrated with mathematical knowledge in teaching objectives. When preparing lessons, teachers should delve into teaching materials from the height of mathematical thinking methods and explore relevant mathematical thinking methods by setting situations, discussing examples and exercises.

For example, the teaching of negative numbers is not difficult from the perspective of knowledge, and many students who have read books a little before class can understand it. Therefore, when preparing lessons, I pay attention to excavating the inherent mathematical ideas in textbooks and enriching the connotation of the course. I think this course can be permeated with the following mathematical thoughts: symbolic thought, point-to-point correspondence, dialectical thought and limit thought. How to lead to the topic? I design students to play the game of "what they say is right, what they do is wrong" before class, so that students can experience two quantities with opposite meanings, and then take the very common situation of goods entering and leaving the warehouse in life as the starting point, so that students can experience the quantities with opposite meanings in life from the expression of the record sheet, and then explore the expression methods of quantities with opposite meanings. This situation endows mathematics learning life with interest and shortens the distance between mathematics knowledge and students. When students express "moving in" and "moving out" in different ways, teachers introduce mathematical historical materials in time, so that students can not only understand the methods, but also be inspired ideologically and spiritually. From words to symbols, the abstraction of learning is increasing, and the thinking content of construction is increasing. Then let the students get the concept and abstract number axis from these phenomena by observing the thermometer and two common examples of walking in the opposite direction. Then, by observing the number and the points on the number axis, the one-to-one correspondence between the number and the point is established to realize the infinity and infinitesimal of the number.

Second, experience the mathematical thinking method in the process of knowledge formation.

Mathematical thinking method is contained in mathematical knowledge, especially in the formation of mathematical knowledge. When learning every mathematical knowledge, we should try our best to extract the mathematical thinking method contained in it, that is, in teaching activities, we should advocate students' active participation, attach importance to the process of knowledge formation, infiltrate mathematical thinking methods in the process, and let students fully experience it.

For example, when teaching the basic nature of comparison, I don't simply give a definition, but try to completely reproduce the thinking process of analysis, synthesis, comparison and generalization before the definition is formed, and reveal the hidden thinking methods. This course is taught on the basis that students have mastered the invariance of quotient and the basic nature of fractions. Grade six students have a certain ability of reasoning and generalization.

Ability, they can completely deduce the basic nature of ratio according to the relationship between ratio and fraction and division, so I fully mobilized my thinking in this class, and first used two sets of judgment questions to arouse students' memory of the invariance of quotient and the basic nature of fraction. According to the relationship among ratio, fraction and division, it is inferred that the ratio has similar properties-the former and latter items of the ratio are multiplied or divided by the same number (except 0) at the same time, and then the "basic properties of the ratio" are obtained through observation, analogy and verification. Facts have proved that students can quickly acquire the "basic nature of comparison" through the connection of knowledge before and after. Both the language description of students' basic nature and the summary of simplified comparison methods have left the mark of students' success.