Mathematics is an important course in primary school teaching. With the deepening of curriculum reform, how to improve the teaching quality of primary school mathematics is an important topic for primary school educators. The development of information technology has promoted the rapid development of China's economy and culture, and the deep integration of information technology and primary school mathematics teaching can also effectively improve teaching efficiency. Based on the importance of information technology in primary school mathematics teaching, this paper further discusses some problems in the application of information technology in primary school mathematics teaching. Keywords information technology; Primary school mathematics; The effective integration of "Mathematics Curriculum Standards" points out that "we should vigorously develop and provide students with richer learning resources, take modern information technology as a powerful tool for students to learn and solve problems, and devote ourselves to changing students' learning methods, so that students are willing and full of vitality to participate in realistic exploratory mathematics activities". The rapid development of modern information technology has brought good opportunities and unprecedented challenges to our classroom teaching reform. Under the guidance of the new curriculum standards, primary school mathematics classroom teaching should try to make use of the advantages of modern information technology, change the presentation of teaching content, provide rich educational resources and effective learning tools for students' development, stimulate students' interest in learning, and let them actively participate in mathematics learning activities. On the effective integration of information technology and primary school mathematics curriculum, talk about some of my views. First, use information technology to create valuable mathematical situations and stimulate students' interest in learning. Introducing new class hours, reasonably using computer-assisted instruction to create novel and interesting problem situations, so that learning can take place in situations that are basically consistent with or close to the actual situation, which can stimulate students' interest in understanding, activate the classroom atmosphere, mobilize positive emotions, and make students enjoy and love learning. For example, in the teaching of "Understanding the Circle", let students watch the video of the car speeding on the expressway first, and then use courseware to show the students the scene of the car driving forward when the wheels are triangular, square, oval and round. In the laughter of the students, the teacher asked: Why can the car go fast and steadily only if the wheels are round? Can a round wheel make a car run fast and steadily? Although the animation time designed in this way is short, it highlights the theme of this lesson concisely and clearly, and arouses students' desire to explore the application value and basic characteristics of the circle. The creation of this situation integrates discipline, artistry, education and science, and perfectly completes the purpose of stimulating interest, setting doubts and promoting thinking. In this way, the application of information technology has effectively assisted primary school mathematics teaching, stimulated students' enthusiasm for learning, optimized the classroom and improved the teaching efficiency. Second, using information technology, let mathematics enter the daily life of primary school students. Using real-life materials in math class can not only make students realize that what they have learned is closely related to the problems they are exposed to, but also greatly stimulate students' interest and make them realize that there are rich math problems in real life. For example, in the teaching of understanding RMB, the teacher first showed a video: Xiaoming went to a stationery store to buy things, took out RMB of different denominations to buy stationery, and the salesperson traded with him. As soon as the picture changed, a cheerful child questioned, "Little friend, can you recognize these denominations of RMB?" Through the organic combination of audio, video, pictures and words in the classroom, students can feel that mathematics knowledge is everywhere and mobilize students' multiple senses to participate in teaching. Third, the use of information technology, changing static into dynamic, revealing the inherent laws of multimedia information technology has the intuitive effect of multiple sensory synchronization, which can present the key points and difficulties of teaching one by one, show students the teaching situation, provide rich perception, present the thinking process, let students hear its voice, see its shape, enter its environment, and enable students to grasp the key points and difficulties of teaching more quickly, accurately and deeply. Especially in the process of guiding students to summarize some abstract mathematical knowledge, we use multimedia information technology to demonstrate dynamically in classroom teaching, vividly revealing the generation process of knowledge, transforming abstraction into concreteness, transforming rationality into sensibility, and gradually exploring the formation process of knowledge, so as to grasp the essence of knowledge more deeply. For example, in the teaching of "Understanding of Cuboid", the face, edge and vertex of cuboid are flashed in turn by using the flashing of points and lines of multimedia courseware, so that students can know the names of various parts of cuboid, and then the physical model of cuboid is removed to abstract the plan, thus completing the transition from image thinking to abstract thinking. Then, through a series of demonstrations, such as the movement and splicing of faces and edges, and at the same time, with sound, the conclusion that the area of opposite faces is equal and the length of opposite edges is equal is drawn, so that students can learn these knowledge easily and happily. In this way, according to students' cognitive laws, constantly reappearing the process of knowledge generation and formation can make students understand and master knowledge more easily, let students master general thinking methods in the process of observation and thinking, and promote the development of students' logical thinking ability. Fourth, using information technology to break through difficulties and improve thinking "Strengthening the formation of students' spatial concept" is one of the ideas advocated by the new curriculum standards and also a difficult point in teaching. The breakthrough of teaching difficulties is the key to the success of a class. Using modern information means, the abstract concept of space can be transformed into a concrete representation that students can directly perceive, helping students to establish a clear and complete representation, paving the way for promoting the leap-forward development of students' thinking from concrete to abstract. For example, when teaching "the sum of the internal angles of a triangle", in order to verify the rule that the sum of the internal angles of a triangle is 180, a courseware is made to show the process of cutting and splicing. Students verify the conjecture in intuitive perception, correctly construct new knowledge, and further verify it after students start to cut and paste and spell. So as to break through the teaching difficulties, improve students' thinking process and cultivate their imagination. In a word, only by putting computer-aided teaching in the teaching position and using it reasonably can we give full play to its teaching advantages and achieve the goal of optimizing classroom teaching and improving students' quality. The application of mathematics software has greatly changed the mathematics classroom. This place is no longer a place to simply impart knowledge and train the ability to solve problems, but to give students a space to develop their own whimsy, so that students can learn, do and play mathematics. What follows is the change of students' learning attitude, from passive learning to active learning and then to creative learning, which can effectively cultivate students' innovative thinking ability and have a far-reaching impact on students' mathematical ability.