Interest is a non-intellectual factor that has an important influence on intellectual activities. Interest is people's psychological tendency to seek knowledge, explore something or engage in certain activities. Interest can stimulate emotions and cultivate will, and interest can stimulate motivation and change attitudes. A strong interest can also inspire people to explore actively, observe keenly and remember firmly. It can also encourage people to actively ask questions, study problems and solve problems. Mathematics is a systematic and logical subject. Students who have a strong interest in mathematics will concentrate on their studies, try their best to understand and solve mathematical problems, and can devote themselves to mathematics learning, sometimes even to the point of forgetting to eat and sleep. The famous mathematician Hua once said, "If you are interested, you will never get tired, so you will find time to study." If students are not interested in mathematics, they will regard mathematics learning as a kind of hard work, and it is impossible to study happily, resulting in poor learning effect and declining grades. The characteristics of primary school students learning mathematics are: strong interest in intuitive teaching and weak interest in abstract explanation; Strong interest in learning knowledge immediately, but lack of persistence of interest; Strong interest in solving simple problems, but weak analysis of the relationship between mathematics and quantity; Interested in the external connection of knowledge, but weak in understanding the internal connection of knowledge; I am willing to learn from books, but I am weak in solving practical problems by combining what I have learned. So, how can we cultivate primary school students' interest in learning mathematics? First, how to improve primary school students' interest in learning mathematics in the classroom. 1. Set suspense in the lead-in to improve pupils' interest in learning mathematics. Strong curiosity is an important source of interest, which will firmly grasp people's attention and make people actively explore the cause and effect and its connotation in an impatient mood. Therefore, in mathematics teaching, teachers should skillfully ask questions, and an appropriate and intriguing question can arouse the waves of students' thinking. However, there are suspense questions when importing, which lays the foundation for a good math class. For example, when teaching "Understanding the Circle", the teacher will ask the following questions: "Students, do you know what the wheels of a bicycle are like?" The student replied, "It's round". "If it is a rectangle or a triangle, is that all right?" The students laughed and shook their heads again and again. I asked again, "What if the wheel is oval?" Draw an ellipse on the blackboard. The student answered quickly, "No, I can't ride." . I immediately asked, "Why is a circle enough?" Hearing this, the students immediately became active and talked about it in succession. This series of questions not only makes students have suspense about the problems to be solved, but also provides necessary psychological preparation for future teaching. Students' thinking string of "finding a conclusion" is very tight, so the conclusion they find is easy to understand and remember. 2. Let students participate in the whole teaching process, and improve primary school students' interest in learning mathematics. Pupils are curious, active, thinking mainly in concrete images, weak in abstract logical thinking, and interested in concrete objects, teaching AIDS and learning tools. Therefore, in teaching, it is an important guarantee to guide students to start work, move their mouths, move their eyes and use their brains, and let them effectively participate in the learning process. Students are the masters of learning and participants in teaching activities. Classroom teaching should be the activity of teachers and students. In teaching, students should be induced to understand new concepts with old concepts, apply the learned formulas and laws, solve new problems and stimulate students' development. For example, in the class of teaching cuboid knowledge, let each student paste the six batteries of cuboid matchbox with paper, and paste every two opposite batteries with the same color paper. Let the students observe the surface of the cuboid first. The teacher asked: How many faces does a cuboid have? What are their shapes? What is the relationship between them? Because students personally paste matchboxes and observe under the guidance of teachers, they can describe the observation results in an orderly way, and then guide students to observe other parts. Every student actively participated in this teaching activity, and their interest was very high. They scrambled to raise their hands to speak. Finally, the students completely described the characteristics of each part of the cuboid. On this basis, the teacher made a summary with accurate and concise mathematical terms, which made students rise from perceptual knowledge to rational knowledge, which not only gave full play to their learning enthusiasm, but also further deepened their knowledge. 3. Set up diversified multi-level exercises to improve pupils' interest in learning mathematics. Practice is an important link in mathematics teaching, and it is also an important means for students to master knowledge and develop their abilities. Careful design of practice content can cultivate students' interest in practice. So when designing exercises, I always design various exercises with interesting plots and novel forms. For example, oral arithmetic exercises, the main forms are: listening, gesturing, answering first, holding cards, guessing formulas and so on. , deeply loved by students, students have a high enthusiasm for learning. At the same time, design different types and levels of exercises to meet the needs of students at different levels, take care of students at different levels, and maintain students' enthusiasm for learning. Various math games, such as picking apples, pulling radishes, pointing, lighting lanterns, etc., are also popular practice forms for students, thus stimulating their enthusiasm and interest in learning. 4. Create a competitive situation to improve primary school students' interest in learning mathematics. Comenius, a famous educator, once said, "All possible methods should be used to stimulate children's desire for knowledge and learning." Teaching practice also shows that creating a competitive atmosphere in teaching is an important way to cultivate students' interest in learning and acquire knowledge. According to the characteristics of primary school students' thinking in images, the form of competition can best stimulate their interest in learning. In my teaching, I often carry out some intentional competitions appropriately, so that the whole class can actively participate in this competition as much as possible, and use competitions to enliven the classroom atmosphere and stimulate students' interest in learning. For example, when I was in statistics, I adopted the form of group competition. Whoever performs well or answers the question correctly will be rewarded with a small red flower. Finally, see which group has more red flowers, and which group is the winning team. Finally, the result of the competition formed a statistical chart, which brought it back to the theme of this lesson.