Mathematics textbooks are arranged by combining the logical system of mathematics content with the teaching system of cognitive theory. Due to the limitation of space, the content of the textbook is mostly expressed as mathematical conclusions, and the mathematical thinking method and process implied in the mathematical conclusions are not clearly reflected in the textbook. However, mathematics is an organic combination of knowledge and thinking methods. There is no mathematical knowledge that does not contain mathematical thinking methods, and there is no mathematical thinking method that is divorced from mathematical knowledge. This requires teachers to dig deep into the mathematical thinking method hidden in the teaching materials, carefully design the classroom teaching process and show the mathematical thinking process, so as to help students understand the process of the emergence, application and development of mathematical thinking methods; Understand the characteristics and application conditions of mathematical thinking method and master the essence of mathematical thinking method. In the process of preparing lessons, teachers should clarify and grasp the system and context of teaching materials, proceed from the overall situation of teaching materials, and build a strategic position from a strategic height. Then, the interface relationship between various concepts, knowledge points or knowledge units is established, and their special properties and internal general laws are summarized and revealed.

For example, when the sum of the internal angles of a polygon is equal to (n-2) × 180, students are guided to learn the theorem of the sum of the internal angles of triangles, and consider the problem of transforming polygons into triangles when encountering the internal angles of polygons, so as to guide students to divide polygons into triangles through auxiliary lines, thus transforming polygons into triangles. Of course, there are many ways to add auxiliary lines here, but students only need to master polygons.

Grasp the difficulties and refine the mathematical thinking methods.

The focus of mathematics teaching is often where we need to consciously use or reveal the mathematical thinking method. Difficulties in mathematics teaching are often related to the renewal, alternation, comprehensive application and leap of mathematical thinking methods. Therefore, teachers should grasp the key points, break through the difficulties and consciously use mathematical thinking methods to organize teaching. For example, in the teaching process, we often find that if students are only taught the solutions of examples, they will often understand them in class and will not do them after class. In fact, the problem is that students have no solution to the problem. In class, all they get is imitation templates. Once they leave the template, they will be at a loss when solving problems. However, if the mathematical thinking method embodied in the process of solving problems is excavated in the teaching process, students will get far more than the problem itself.