? There are many factors that affect the speed of children's knowledge mastery, but this is the most intuitive way to observe a child's mathematical talent.

? 2. Good at mathematical association and transfer.

? What children learn does not exist in isolation, but from the perspective of relevance. For example, when children see the wet ground in the morning, they will think that it will rain yesterday. Relevance is the basis of divergent thinking, and its importance is self-evident in the process of learning mathematics. Moreover, the ability of mathematical transfer is to transfer one kind of already mastered mathematical knowledge to another, or it can be the ability to apply abstract theory to real life. The strong ability of mathematical migration can be described by analogy and analogy. Mathematical connection and migration ability are the most basic conditions for learning mathematics well.

? 3. Always sum up the solutions to specific problems spontaneously, and use this method to solve other problems accurately and appropriately.

? The above three manifestations belong to high-level relations and all point to a logical ability: induction and generalization. In other words, thinking about the similar, general and essential thinking process without concrete and vivid content is also the key to the ability of mathematics transfer, or the fundamental reason for the high learning efficiency of Xueba. It is precisely because schools often have the following "rules" in traditional IQ tests and self-enrollment tests, all of which are to test students' observation and induction ability.

? 4. Quick thinking, not limited by traditional methods and prejudices.

? Both of them belong to high-level relations and are the embodiment of creative thinking. This requires children to think about a problem from different angles and directions with their own knowledge level, break through the mindset and solve the problem creatively. At present, there are many discussions about how to cultivate children's creative thinking, but it is common to suppress children's thinking of seeking differences in reality. For example, teachers simply deny the differences in students' answers, and some parents only pay attention to the results, unable to encourage and affirm their children's unconventional thinking when solving problems.