Multimedia computer system can integrate mathematical knowledge into beautiful images, beautiful music and interesting animations, and can fully stimulate students' interest in learning. Once their interest in learning is stimulated, their spirit of exploration and thirst for knowledge can be stimulated.

In class, clever classroom lead-in can make students focus on the content of classroom teaching quickly, create a good learning situation, make students' learning state change from passive to active, and students can learn knowledge in a relaxed and happy atmosphere. For example, when designing the introduction of the course "Invariance of Business", I used multimedia courseware to play the story of goat dividing cabbage for students. When autumn came, Uncle Goat couldn't eat enough cabbage, so he decided to let the little white rabbit and the little gray rabbit share some for everyone. The little white rabbit is carrying a basket, and the little gray rabbit is pushing a cart to the goat's house. Uncle goat thinks little grey rabbit is greedy and decides to teach little grey rabbit a lesson. Uncle goat gave the white rabbit eight cabbages and four white rabbits, and the white rabbit skipped away with the basket. Grey rabbits 16 cabbage were distributed to 8 grey rabbits. Grey rabbit looked at a car full of cabbages and pushed the car away happily. What knowledge does Uncle Goat use to help educate this greedy and clever little gray rabbit? After learning today's knowledge, you will know.

In this way, the introduction of stories has greatly mobilized students' enthusiasm for learning. Vivid screen images and animations can visualize the problems that teachers' language and teaching AIDS are difficult to solve, provide students with vivid teaching situations, and make students understand the nature of things more easily.

For another example, when introducing the lesson "Looking for Laws", I used multimedia courseware to show the scene of the venue layout of the New Year's party. Colorful teaching resources can create a colorful, illustrated and energetic teaching scene for students, and stimulate students' brain, eyes, ears, hands and mouth at the same time, thus greatly stimulating students' thinking activities. Interactive computer technology provides conditions for students to participate actively, which can give full play to students' initiative and improve teaching efficiency.

The second is to use multimedia to make it easier and break through the teaching difficulties.

The traditional forms of information transmission in primary school mathematics teaching are mainly static images and oral communication, supplemented by models, wall charts, blackboard writing and physical demonstrations. In the process of learning knowledge, students often feel monotonous, boring, easily distracted, and the learning effect is not ideal. The computer integrates text, graphics, audio, video and other media, giving students a refreshing feeling. It can turn the abstract into concrete, fully display the contents that are difficult to understand or things that are difficult to observe, actively mobilize students' visual intuition function, and stimulate students' intentional attention, so as to find the connection between things and break through the teaching difficulties.

For example, when teaching the surface area of a cylinder, the courseware shows the composition of the cylinder, two bottom surfaces and one side surface, and it is concluded that the surface area of the cylinder = the side surface area of the cylinder+two bottom surfaces. The meaning of side area and the calculation method of side area are the focus of this course. The teacher's courseware demonstrated the development diagram of the cylinder side. The length and width of the sides are marked with different colors. Students review the shape of the edge and the relationship between its length and width and the cylinder. According to lateral area of cylinder = area of rectangle = length × width, and lateral area of cylinder = bottom perimeter × height, it is concluded that length = bottom perimeter and width = height. With the help of courseware to demonstrate this process, students are guided to observe and analyze the relationship between the length, width and cylinder of the profile, and then master the calculation method of lateral area and solve the difficulties.

For example, when teaching "the volume of a cone", students are unfamiliar with the cone, so it is difficult to understand it, especially the meaning of "the volume of a cone". This is a key and difficult point, but the understanding of this knowledge point has a great influence on students' practical application in the future. Therefore, it is necessary to help students understand cylinders with the help of multimedia courseware here. Use courseware to show some figures of conical containers and cylindrical containers. Which cylinder should I choose for the experiment? Through comparison, students clearly know that cylinders and cones with equal bottom and equal height are the most suitable. Then demonstrate: fill an empty cone with sand and pour it into the cylinder. Let the students observe it several times before filling. Fill an empty cylinder with sand and pour it into the cone. Let the students observe and see how many cones are needed. It is concluded that the volume of the cone is 1/3 of the volume of a cylinder with equal bottom and equal height, and the volume of the cone = bottom area × height × 1/3. In this process, multimedia technology is used to dynamically simulate and demonstrate the relationship between cylinder and cone, changing static state into dynamic state and abstraction into image, which effectively helps students understand cone and help them better establish a profound thinking process. In primary school mathematics teaching, multimedia is used more because of its demonstration function.

For example, when teaching "Trapezoidal Area", the teacher demonstrates two identical trapeziums in the courseware, with the vertex in the lower right corner of the trapezium fixed, and then rotates one trapezium counterclockwise by 180 degrees, so that the upper and lower bottoms of the trapezium are in a straight line, and then moves the first trapezium in parallel to the left along the right side of the second trapezium until it becomes a parallelogram. Two identical trapezoids can form a parallelogram. The base of this parallelogram is equal to the sum of the upper and lower base of the trapezoid, which is higher than the height of the trapezoid, and the area of each trapezoid is equal to half the area of the parallelogram. You can also cut the trapezoid into two small triangles. The area of one triangle is: upper bottom × height ÷2, the area of the other triangle is: lower bottom × height ÷2, and the suggested area is (upper bottom+lower bottom) × height ÷2. Highlight key points and solve difficulties by means of migration.

Third, use multimedia to change the learning form.

Information technology has great advantages in teaching, because it is illustrated and illustrated, which can turn static into dynamic, difficult into easy, abstract into concrete, and deepen the process of understanding knowledge.

For example, in the teaching of "combined graphics", I used multimedia courseware to design a dynamic graphics, so that students can clearly see that combined graphics are composed of multiple schools according to the division of combined graphics.