1, corresponding thinking method correspondence is a way of thinking about the relationship between two set factors. Primary school mathematics is generally an intuitive chart with one-to-one correspondence, which is a way to think about the relationship between two setting factors. Primary school mathematics is generally an intuitive chart, one-to-one correspondence. Based on the idea of this pregnancy function, a way of thinking is linked, for example, there is a one-to-one correspondence between points (number axes) on a straight line and specific numbers. 2. Hypothetical thinking assumes that the known conditions or problems in the topic are made first, and then calculated according to the known conditions in the topic. According to the contradiction in quantity, suppose to do the known conditions or problems in the topic first. Then calculate according to the known conditions in the question, make appropriate adjustments according to the contradictions in the quantity, and finally find the correct answer. Hypothetical thinking is a meaningful imaginative thinking, which can make the problems to be solved more vivid, adjust them in time after mastering them, and finally find the correct answer. Hypothetical thinking is a meaningful imaginative thinking, which can make the problem to be solved more vivid and concrete after mastering it, thus enriching the thinking of solving problems. Specifically, it enriches the thinking of solving problems. 3. Comparative thinking is one of the common thinking methods in mathematics, and it is also a means to promote the development of students' thinking. In the application of teaching scores, comparative thinking is one of the common thinking methods in mathematics, and it is also a means to promote the development of students' thinking. In the application of teaching scores, teachers are good at guiding students to compare the situation before and after the change of known quantities and unknown quantities in problems. It can help students find solutions to problems quickly. 4. Symbolic thinking, which uses symbolic language (including letters, numbers, graphics and various specific symbols) to describe mathematical content, is symbolic thinking. Using symbolic language (including letters, numbers, graphics and various specific symbols) to describe mathematical content is symbolic thinking. The change of quantity, the deduction and calculation between quantity and quantity all use lowercase letters to represent numbers, and use the condensed form of symbols to express a lot of information. For example, laws, quantity changes, deduction and calculation between quantities all use lowercase letters to represent numbers and condensed symbols to express a lot of information. Such as laws and formulas. Formula, 5 Analogy refers to the idea that according to the similarity of two kinds of mathematical objects, it is possible to transfer the known properties of one kind of mathematical object to another. Analogy refers to the idea that it is possible to transfer the known properties of one kind of mathematical object to another according to the similarity between the two kinds of mathematical objects, such as additive commutative law's sum-multiplication exchange law, rectangular area formula, parallelogram area formula and triangle area formula, additive commutative law's sum-multiplication exchange law, rectangular area formula, parallelogram area formula and triangle area formula. Analogy not only makes mathematical knowledge easy to understand, but also makes the memory of formulas natural and concise. 6. Changing the way of thinking is a way of thinking that changes from one form to another, and its own size remains unchanged. For example, the equal product transformation of geometry and the transformation of thought are all ways of thinking from one form to another. However, its own size is unchanged. For example, the equal product transformation of geometry, the same solution transformation of solving equations, the deformation of formulas and so on. , is also commonly used in calculation, is also commonly used in calculation. 7. The classified thinking method is not unique to mathematics, and it embodies the classification of mathematical objects and its classification standards. The thinking method of classification is not unique to mathematics. It embodies the classification of mathematical objects and its classification standards, such as the classification of natural numbers. If it embodies the classification of mathematical objects and its classification standards, it can be divided into odd numbers and even numbers. Divide prime numbers and composite numbers according to the number of divisors. For example, triangles can be divided by sides or angles. According to whether it is divisible by 2, it can be divided into odd and even numbers. Divide prime numbers and composite numbers according to the number of divisors. For example, a triangle can be divided by edges or angles. Different classification standards will have different classification results, resulting in new concepts. The correct and reasonable classification of mathematical objects depends on the correctness and rationality of classification standards, so there will be different classification results, thus generating new concepts. Correct and reasonable classification of mathematical objects depends on the correctness and rationality of classification standards. The classification of mathematical knowledge is helpful for students to sort out and construct knowledge. 8. Collective thinking method Collective thinking method is a thinking method that uses the concept of set, logical language, operation and graphics to solve mathematical problems or impure mathematical problems. Set thinking method is a thinking method that uses the concept of set, logical language, operation and graphics to solve mathematical problems or impure mathematical problems. When we talk about common divisor and common multiple, we adopt the intersection thinking method. When we talk about common divisor and common multiple, we adopt the intersection thinking method. 9. The combination of numbers and shapes is the two main objects of mathematical research. Numbers cannot be separated from shapes, and shapes cannot be separated from numbers. On the one hand, abstract mathematical concepts and complex quantitative relations are the two main objects of mathematical research. Numbers are inseparable from shapes, and shapes are inseparable from numbers. On the one hand, abstract mathematical concepts and complex quantitative relations are visualized, visualized and simplified by means of graphics. On the other hand, complex shapes can be expressed by simple quantitative relations. When solving application problems, line graphs are often used to help analyze quantitative relations. 10. Statistical thinking method: Statistical charts in primary school mathematics are basic. Finding common application problems is the thinking method of data processing. Statistical charts in primary school mathematics are some basic statistical methods, and finding the average application problem is the thinking method of data processing. 1 1, extreme thinking method: extreme thinking method: things change from quantitative to qualitative, and things change from quantitative to qualitative. The essence of limit method is to realize qualitative change through the infinite process of quantitative change. The essence of limit method is to realize qualitative change through the infinite process of quantitative change. When talking about the area and perimeter of a circle, turn it into a square. When talking about the area and circumference of a circle, turn it into a square and a straight line. On the basis of observing finite splits, imagine their limit states and bend them into a straight line. On the basis of observing the finite division, imagine their limit states, so that students can not only master the formula, but also sprout the infinite approximation limit idea from the limit division of curved spear and straight spear. The limit idea of infinite approximation sprouted from shielding transformation. 12. alternative thinking method: alternative thinking method: it is an important principle for solving equations. When solving a problem, one condition can be replaced by other conditions. He is an important principle of equation solution. When solving a problem, one condition can be replaced by other conditions. For example, if the school buys four tables and nine chairs, the price of the 504 chairs used by * * * is exactly the same. What is the unit price of each desk and chair? Yuan, the price of a table and three chairs is exactly the same. What is the unit price of a table and a chair? 13, reversible thinking method: reversible thinking method: it is the basic idea in logical thinking. When positive thinking is difficult to answer, we can seek solutions from conditional or problem thinking, which is the basic idea in logical thinking. When the positive thinking is difficult to answer, we can seek the way to solve the problem from the condition or problem thinking, and sometimes we can reverse it by drawing lines. For example, a car drives from a to b, kilometers, and reverses. If a car goes from A to B, it leaves in the first hour 1/7, and the second hour is more than the first hour 16 kilometers, and there are still 94 kilometers left. Find out that the distance between A and B is longer in the second hour than in the first hour. The distance between a and b is 14. Conversion thinking method: conversion thinking method: put conversion ". To classify possible or unsolved problems into one category is to solve easy-to-solve problems, and to classify possible or unsolved problems into one category is to solve easy-to-solve problems, so as to be solved, so as to be solved. This is "conversion". This is the close connection between mathematical knowledge and new knowledge, and new knowledge is often the extension and expansion of old knowledge. Let the students think about the problem in the face of new knowledge. Mathematics knowledge is closely related. New knowledge is often an extension and expansion of old knowledge. It is undoubtedly helpful for students to think about new knowledge and improve their ability to acquire new knowledge independently. The promotion of new knowledge and ability is undoubtedly very helpful. 15. Grasping the constant thinking method in change: Grasping the constant thinking method in change: How to grasp the quantitative relationship in complex changes and grasp the constant quantity as a breakthrough. It's always easy to ask. It is always easy for you to ask how to grasp the quantitative relationship and the constant quantity as a breakthrough in the complicated changes. For example, there are *** 630 science books and literature books, 20% of which are science books, and then buy some science books. At this time, science and technology books account for 30%. How many science and technology books do you buy? Later, I bought some science and technology books. At this time, science and technology books are occupied. How many science and technology books did I buy? 16, mathematical model thinking method: mathematical model thinking method: The so-called mathematical model thinking refers to a specific object in the real world, starting from its specific life prototype, making full use of observation, experiment, operation, comparison, analysis and synthesis. Simplifying hypothesis is a way of thinking that transforms practical problems in life into mathematical problem models. The process of analysis, synthesis and generalization is simplification and hypothesis, and it is a way of thinking to transform practical problems in life into mathematical problem models. It is the highest state of mathematics to train students to understand and deal with things or mathematical problems around them with mathematical eyes. It is also the goal pursued by students with high mathematical literacy. Understanding and dealing with the surrounding things or mathematical problems from the perspective of mathematics is the highest realm of mathematics and the goal pursued by students with high mathematical literacy. 17. holistic thinking method: observing and analyzing mathematical problems from the macro and overall situation, it is often better to grasp the whole.