If mathematics originated from the need of human survival, or from the need of human rational exploration of truth, then mathematical thinking method is produced and developed with the development of mathematics. It is not only the essence of mathematics, but also the soul of mathematics teaching, an important aspect of embodying the essence of mathematics and the main basis for evaluating mathematics teaching. Therefore, in the process of primary school mathematics teaching, it is necessary to strengthen the infiltration of mathematical thinking methods. It helps teachers to deeply understand the content of mathematics, enhance students' mathematical concepts and consciousness, and form students' good thinking quality. Let's pay attention to mathematical thinking methods from the perspective of teaching process, and exchange some immature and incomplete understandings and opinions.

1. In the process of presenting knowledge, timely penetrate mathematical thinking methods.

For mathematics, the occurrence of knowledge is actually the occurrence of thinking methods. So the process of forming concepts, deducing conclusions, thinking methods, finding problems, revealing laws and so on. They all contain excellent opportunities for students to infiltrate mathematical thinking methods and train their thinking. For students, the most common source of difficulties is: a work, a discovery, a law, … rarely appears in the form used by the founder at the beginning. They are condensed, hiding the tortuous and complicated thinking process, presenting rigorous, abstract and refined conclusions, and those thinking methods that lead to their birth are often hidden in internal forms and become the "inland river" of the mathematical structure system. Our teaching work. It is to unveil the rigorous and abstract veil of mathematics, and give students the living teaching in the process of discovery in an anti-naive way, so that students can personally participate in the process of "knowledge rediscovery", experience the tempering of the exploration process, and learn more thinking nutrition. For example, when teaching the area of a circle, first guide students to recall the previous methods for calculating the area of parallelogram, triangle and trapezoid, and then convert the circle into a rectangle. Then, the formula for calculating the area of the circle is derived. Starting from the method, we turn the problem to be solved into a solved or easily solved problem by some means, and finally solve the original problem. This kind of teaching activity makes students experience the formation process of knowledge, permeates the mathematical thought of reduction and limit, and plays a very important role in subsequent learning.

2. In the exploration of problem-solving ideas, properly infiltrate mathematical thinking methods.

In classroom teaching, students are the masters of learning. In the process of learning, we should guide students to actively participate, find problems, solve problems and master methods in person. In fact, the study of mathematical thinking method is no exception. In mathematics teaching, the exploration of problem-solving ideas is one of the most basic forms of activities. The process of solving mathematical problems is a process of personally experiencing and acquiring mathematical thinking methods, and also a process of deepening knowledge and understanding through application. For example, when solving the problem of "chickens and rabbits in the same cage", some students were at a loss when they first read the problem. At this time, the teacher needs to guide the students to change the big numbers in the original title of Sun Tzu's Art of War into small numbers that are easy to explore.