1. Create game situation teaching to stimulate students' thinking. In primary school mathematics teaching, teachers can use game situational teaching method to stimulate students' interest and confidence in learning mathematics, and cultivate students' thinking ability through game situational teaching method. Create a game situation teaching method, start learning in real situations as much as possible, and set the situation close to or in line with students' life experience, so that students can sing. The creation of situational games should be based on students' cognitive level of knowledge structure. For example, the game teaching situation of "treasure hunting" is adopted. The teacher hid the treasure in the teacher's place before class, and then invited several students to come up for treasure hunting, and limited everyone to only one chance to find it. Most students will ask the teacher for help when they can't find clues. When the teacher gives a hint, the scope is narrowed, which is conducive to students' treasure hunting, promoting students to experience mathematics knowledge in the game and improving their thinking ability.

2. Using multimedia teaching to promote students' positive thinking. In mathematics teaching in primary schools, teachers should make rational use of multimedia to diversify classroom teaching information and let students feel vivid, intuitive, vivid and interesting mathematics knowledge. Multimedia can easily stimulate students' interest in learning and positive thinking ability. Using multimedia teaching to transform abstract mathematical knowledge into concrete knowledge can effectively help students break through their thinking ability, thus promoting their positive thinking attitude.

3, effectively carry out group discussion and exchange, how to improve mathematical thinking ability. Organizing group discussion and communication is the starting point to improve mathematical thinking ability and provide students with space for independent discussion. Strengthen the mutual discussion and communication between teachers and students on the scheme of improving mathematical thinking ability, so as to achieve the teaching realm of mutual teaching and learning, common development and improving students' thinking ability. Teachers can reasonably group students one-on-one according to their personal conditions. For example, let an excellent student take care of an average student, let an average student help an underachiever, realize the reasonable collocation among group members, and promote the benign interaction among group members. Teachers should appoint a group leader for each group. The group leader is responsible for maintaining the order of the group, standardizing the discussion links, and submitting discussion reports to avoid individual students from making remarks unrelated to the discussion. In addition, in group discussion and exchange, teachers should not regard themselves as bystanders, but actively participate in discussion and exchange activities, fully understand the situation of group discussion and exchange, find problems from them, correct problems, and guide students to discuss around the correct thinking ability exchange. Through the discussion and exchange of this kind of thinking ability, we can promote the further understanding between teachers and students, so as to realize the effective discussion and exchange of group thinking ability.

Fourthly, cultivating pupils' thinking ability is the primary task of teachers' mathematics teaching. Cultivating students' interest in learning and creating a harmonious classroom can fully develop their thinking ability.