Improving divergent thinking ability is an important factor to improve creativity. Guildford believes that divergent thinking has three characteristics: flexibility, uniqueness and fluency. Among these three characteristics: flexibility refers to creative people, whose thinking is changeable, they can draw inferences from others, and they are not easily bound by thinking patterns and functions, so they can put forward new ideas with different styles. Unique, unique ability is manifested in having extraordinary unique views on things, and being able to understand and reflect things from an unprecedented new angle and viewpoint. Fluency refers to people's strong creative ability, less mental activity, ability to express more thoughts in a short time, and quick response. So some people call these three characteristics "three dimensions" of divergent thinking: flexibility, uniqueness and fluency. I think from the current situation of rural mathematics education in our county, to cultivate students' creativity, we should first start with cultivating students' fluency, flexibility and uniqueness of divergent thinking. However, how to randomly infiltrate divergent problem-solving ideas into students in mathematics teaching activities and teach them how to capture "inspiration"?