The content of primary school mathematics teaching is all-encompassing, and each class has its own teaching emphasis and teaching difficulty. Teaching difficulties are the most confusing knowledge points for students in the classroom and the focus of students' cognitive contradictions. It is like a stumbling block in students' study, which prevents students from further acquiring new knowledge and solving problems and doubts, and is an important guarantee for the smooth and effective teaching process. Therefore, in a sense, the teaching difficulty itself belongs to the teaching focus. Teaching emphasis refers to the basic knowledge and skills that students must master in the teaching process, such as concepts, properties, rules, calculations, etc. In order to help students solve key points, understand difficulties, rationalize perceptual knowledge and realize long-term memory and flexible application of knowledge, teachers should pay attention to the intuition, visualization and concreteness of teaching methods, the relationship between old and new knowledge, and supplement relevant perceptual materials when breaking through key points. Teachers' teaching can only be combined with students' reality.

Let's talk about the author's methods to break through difficulties in teaching practice:

The first is to strengthen perceptual participation, highlight key points and break through difficulties with intuitive methods.

Intuitive teaching plays an important role in primary school mathematics teaching. In view of the fact that primary school students' thinking is still in the stage of concrete thinking in images, and in primary school mathematics teaching, the mathematical knowledge they want to contact and master is abstract, so it is necessary to build a bridge between concreteness and abstraction. Intuition is an effective means to solve the contradiction from concrete to abstract. In teaching, teachers should give students more opportunities to use learning tools to swing, spell and operate. Enable students to perceive new knowledge, gain representation, understand and master the essential characteristics of related concepts in hands-on operation. For example, in teaching, students can make some cube models by drawing, measuring, folding and cutting geometric figures, so that students can perceive the formation process, characteristics and quantitative relationship of geometric figures. For example, students can draw a circle with compasses by fixing a point, determining a constant distance and rotating it once to adjust the center and radius.

Second, grasp that mathematics comes from life, and use the method of connecting with life to highlight key points and break through difficulties.

Modern educational concept points out: "Mathematics teaching should start from students' existing knowledge and experience, let students experience and participate in specific teaching activities, let students feel the close connection between mathematics and daily life, gain some experience from it, abstract practical problems into mathematical models through independent exploration and cooperative exchange, and understand and apply them. Therefore, we should start from the existing experience of primary school students' mathematics life, and look for "mathematics materials" from life, so that students can "discover" and "think" mathematics in life and truly feel that "there is mathematics everywhere in life". For example, we all know that "interest" knowledge comes from life and is widely used in daily life. When I teach "interest", students are required to deposit 5000 yuan in the bank, which is calculated once every three years. Let students be "masters" in class, and guide them to understand the meaning of interest, interest rate and principal from real life, and understand the truth of mathematics. Only by bringing mathematics into life will students be willing to learn and enjoy learning, thus stimulating their enthusiasm for learning and using mathematics.