Cultivating students' logical thinking ability is an important task in primary school mathematics teaching.

Although the content of primary school mathematics is simple and there is no strict reasoning, it is inseparable from judgment and reasoning, which provides a very favorable condition for cultivating students' logical thinking ability. From the thinking characteristics of primary school students. They are in the transition stage from concrete image thinking to abstract logical thinking. The abstract logical thinking mentioned here mainly refers to formal logical thinking. Therefore, the Primary Mathematics Syllabus takes the cultivation of logical thinking ability in primary schools as a mathematics teaching purpose, which is in line with both the subject characteristics of mathematics and the thinking characteristics of primary school students.

Second, cultivating students' thinking ability should run through the whole process of primary school mathematics teaching.

Modern teaching theory holds that the teaching process is not a simple process of imparting knowledge and learning, but a process of promoting students' all-round development (including the development of thinking ability). Judging from the process of mathematics teaching in primary schools, the mastery of mathematics knowledge and skills can not be separated from the development of thinking ability. On the one hand, in the process of understanding and mastering mathematical knowledge, students constantly use various thinking methods and forms such as comparison, analysis, synthesis, abstraction, generalization, judgment and reasoning; On the other hand, when learning mathematics knowledge, it provides concrete contents and materials for using thinking methods and forms. In this way, we should never think that teaching mathematical knowledge and skills will naturally cultivate students' thinking ability. The teaching of mathematical knowledge and skills not only provides favorable conditions for cultivating students' thinking ability, but also needs to make full use of these conditions consciously in teaching and cultivate them in a planned way according to students' age characteristics in order to achieve the expected goals. If we don't pay attention to this point, the arrangement of teaching materials is unconscious, and the teaching method violates the principle of stimulating students' thinking. Not only can it not promote the development of students' thinking ability, but it may also gradually develop students' bad habits of memorizing.

Thirdly, designing exercises plays an important role in improving students' thinking ability.

Cultivating students' thinking ability, like learning calculation methods and mastering problem-solving methods, must also be practiced. Moreover, thinking is closely related to the process of solving problems. The most effective way to cultivate thinking ability is through problem-solving practice. Therefore, designing exercises well has become an important part of improving students' thinking ability. Generally speaking, a certain number of exercises are arranged in textbooks to help develop students' thinking ability. But not all of them can meet the needs of teaching, and because of the different situations in the classroom, the exercises in the textbook are difficult to fully meet the needs of various situations. Therefore, it is often necessary to make some adjustments or supplements according to the specific situation in teaching.