First, starting with stories in life, creating situations to stimulate students' interest in learning mathematics is closely related to real life. There are also many examples in the new textbook, such as understanding RMB and understanding length units, which are often used in our lives. Teachers should try their best to lead out the learning content with the familiar life situations or life experiences of students, so that students are willing to accept it. Students can also cite the application of mathematical knowledge in life. Pupils have the characteristics of curiosity, doubt, strong love for beauty and liveliness. Mathematics teachers should think more from these aspects, give full play to the role of non-intellectual factors of primary school students in learning, and create a teaching method of learning and playing in class, so that students can play in middle school and in learning. Children in rural areas, in particular, prefer playing games. For example, when I was studying RMB in class, after the teaching, I divided the students into several groups to simulate "supermarket shopping". The students were very interested in this activity, and reviewed and consolidated their knowledge in the activity. Second, practice, so that students' perceptual knowledge can be raised to rational knowledge. In mathematics teaching, teachers should pay attention to cultivating students' practical spirit and independent exploration spirit. Primary school students in rural areas are young and weak in abstract thinking. Our teachers should guide students to make full use of and create all kinds of figures or objects, mobilize all kinds of senses to participate in practice, and at the same time teach students how to operate, so that students can stimulate their thinking and thinking through observation, measurement, piecing together, drawing and experiment, and discover and master mathematical knowledge from them. Let students practice, which can stimulate their interest in learning. For example, when teaching meters, centimeters and decimeters, I ask students to measure the length of books and the thickness of dictionaries, and then record their own heights, and then set up their own growth files, so that students can rise from perceptual knowledge to rational knowledge. Strengthening operation activities and allowing students to participate in learning with multiple senses can not only stimulate students' interest in learning, but also enrich their perceptual knowledge. Third, be students' intimate friends and establish a relaxed and harmonious relationship between teachers and students. Children in rural areas are a little small and introverted, and they are not very talkative in class. Therefore, teachers should create a good classroom atmosphere, make the bilateral activities between teachers and students relaxed and harmonious, and be good at encouraging students to speak boldly and show themselves. For students with poor expressive ability, teachers should activate students' thinking with trusting and encouraging eyes and words. In this way, students naturally dare to tell the truth, and their personality is fully publicized. Let students learn independently and practice actively in independent activities. Teachers should also pay attention to the guidance of students' learning methods, cultivate students' comprehensive ability, develop good study habits, and let students have the attitude of wanting to learn, being happy to learn and being able to learn. Fourth, help rural children build up their self-confidence in learning mathematics. Children in rural areas are very different from those in cities. They have never seen or played many things, and their personalities are not as lively as those of city children. As a math teacher in rural areas, we should be good at discovering students' characteristics, creating a pleasant teaching environment and helping children build up their self-confidence in learning math. For students with weak learning ability, lower their learning requirements appropriately, give them more opportunities to show themselves and use inspiring language on them. In this way, children will become more and more interested in mathematics. So as to actively learn mathematics. 5. Timely verbal praise and material rewards are "additives" for good rural mathematics classes. They all say that "good children are boastful." Teachers should give every student a chance to succeed, especially those who have learning difficulties. Teachers should be good at trying to eliminate students' nervousness and fear, and take encouraging evaluation and appropriate praise for students' performance in class. Encouraging evaluation and oral praise can make students dare to think, ask, say and do like spring breeze. What you said is great! It's very kind of you to do so! I am proud of your idea! You can be a little teacher! These inspiring evaluations make students full of confidence. Only in this way can classroom teaching be full of vitality, students' personality can be fully displayed, and students' creativity and innovation sparks can be generated. For example, in practice, students finish the homework assigned by the teacher within the specified time, and the teacher rewards students with learning difficulties with "small red flags". Sometimes students perform better, and some school supplies can be rewarded appropriately. When students are rewarded by teachers, their enthusiasm for participating in learning will be higher. They will further discover problems and exert their unprecedented imagination, so as to get rid of the troubles of studying hard, enter the realm of happy learning and greatly develop their innovative ability. In short, it is necessary to create meaningful, challenging and exciting activities in mathematics teaching in rural primary schools to stimulate students' internal motivation to learn to the maximum extent. Let students apply what they have learned, thus stimulating their desire to learn and explore. Let the primary school mathematics classroom in rural areas really "live".