Recently, I participated in the national training and listened to the lessons of experts and scholars. I think the following qualities should be cultivated in the mathematics classroom of primary schools. First, cultivate students' active learning and develop mathematical thinking consciousness. Nowadays, the classroom is no longer a simple process in which teachers ask students to listen below. The new concept requires teachers to be only the guides of students' learning. Classroom learning is an interactive process between teachers and students, which requires students to participate in the interactive process of teaching and learning boldly and actively. Only by actively exploring and actively learning can they learn new knowledge in math class. Therefore, teachers should first cultivate students' good habit of active learning. In primary school mathematics class, students are exposed to standardized mathematics problems, and it is not easy to realize the necessity of applying and learning mathematics in life. Therefore, as a teacher, we should consciously cultivate students' mathematical consciousness in teaching, so that students can be exposed to real-life mathematical problems, such as how to rent a car for an autumn outing, mathematical problems in shopping and so on. Make students realize that life is full of mathematics, cultivate the idea of observing, explaining and analyzing problems with mathematics, and solve practical problems with mathematical thinking. Second, cultivate students' mathematical reasoning consciousness and enhance their mathematical reasoning ability. Strict reasoning ability can't rely on losing some rules to students and making them copy them mechanically. First of all, teachers can tell students the essence of reasoning in plain language. For example, when learning the law of multiplication, students can be told that the law of addition can be summarized by analyzing, comparing, reflecting and discovering the laws of several specific examples. In this way, students can use mathematical reasoning consciously to acquire knowledge and cultivate their abilities through long-term imperceptible influence. Secondly. Understand the essence and value of reasoning in mathematics learning activities. Finally, in the process of reasoning, we should always point out the mistakes in reasoning. Third, cultivate the consciousness of applying mathematics to solve practical problems, and actively apply mathematics to solve practical problems. Mathematics originates from reality, exists in reality and is finally used in reality. The ultimate goal of mathematics is to enable students to acquire the ability to solve mathematical problems encountered in daily life and solve problems. Fourth, cultivate students' ability to communicate by using mathematical language, and embody mathematical communication in mathematics learning, as follows. (1) When the visual concept is associated with the abstract symbol space, communication is needed. (2) Need to communicate with mathematicians about concepts such as objects, pictures, symbols and oral descriptions. (3) Developing and deepening students' understanding of mathematics requires communication. Because explaining, reasoning and expressing their thoughts orally and in writing can help students deepen their understanding of concepts, laws, formulas and principles. Five, cultivate good mathematical psychological quality mainly includes the following aspects. 1, carry out ideological education on students' patriotism, love of science and learning purpose. 2. Cultivate students' interest and motivation in mathematics and mathematics learning activities. Including curiosity, thirst for knowledge and active participation in mathematics learning activities. 3. Self-confidence in learning mathematics well and will to overcome learning difficulties. 4. Attitude and habit of learning mathematics. Including: exploration and innovation, independent thinking, cooperation and communication, seeking truth from facts attitude and habits. Mathematics quality can't be completed in a class or a training class, but formed through the constant infiltration, guidance and inspiration of teaching factors such as the teaching content, practical application and knowledge inquiry process of learning activities in the long-term mathematics classroom. In teaching, comprehensive training should be carried out consciously and imperceptibly to improve students' mathematical quality.