Second, mathematical knowledge itself is very important, but it is not the only determinant. What really plays a long-term role in students' future study, life and work and benefits them for life is the mathematical thinking method. The future society needs a large number of talents with strong mathematical consciousness and quality. Therefore, it is the requirement of the future society and the inevitable result of the development of international mathematics education to infiltrate some basic mathematical thinking methods into students.
Third, primary school mathematics textbooks are the explicit knowledge system of mathematics teaching. Many important laws and formulas can only be seen in textbooks, and many examples can only be skillfully solved, but the mental activity process of observation, experiment, analysis, induction, abstract generalization and special example exploration and reasoning can't be seen. Therefore, mathematical thinking method is a tacit knowledge system in mathematics teaching, and primary school mathematics teaching should include explicit knowledge teaching and tacit knowledge teaching. If teachers only follow the arrangement of textbooks and the traditional teaching process from concepts and formulas to examples and exercises, even if they speak deeply, they ask students to remember the conclusions and master the types and methods of solving problems, so the students trained can only be "knowledge-based" and "memory-based", which will completely deviate from the goal of mathematics education.
Fourth, the fundamental task of primary school mathematics teaching is to improve students' quality in an all-round way, among which the most important factor is the quality of thinking, and mathematical thinking method is the key to enhance students' mathematical concepts and form good thinking quality. If students' mathematical quality is regarded as a coordinate system, then mathematical knowledge and skills are like factors on the horizontal axis, and mathematical thinking method is the content on the vertical axis. Weakening or neglecting the teaching of mathematical thinking methods will not only hinder students from grasping the basic structure of mathematics from both vertical and horizontal dimensions, but also affect the development of students' ability and the improvement of mathematics quality. Therefore, infiltrating some basic mathematical thinking methods into students is a new perspective of mathematics teaching reform and a breakthrough of mathematics quality education.
Fifth, there are many mathematical thinking methods in primary school mathematics. The basic mathematical thinking methods include transformation thinking, analogy thinking, statistical thinking, symbolic thinking, modeling thinking and corresponding thinking. Highlighting these basic thinking methods is equivalent to grasping the essence of primary school mathematics knowledge.