As a primary school teacher, we consciously or unconsciously permeate mathematical thinking methods in classroom teaching every day. Bruner, an American educational psychologist, pointed out that mastering basic mathematical thinking methods can make mathematics easier to understand and remember, and understanding basic mathematical thinking and methods is a "bright road" to the road of migration. In a person's life, the most useful is not only the knowledge of mathematics, but also the thinking method and consciousness of mathematics, so the thinking method of mathematics is the soul and essence of mathematics. Mastering the scientific mathematical thinking method is of great significance to improve students' thinking quality, the follow-up study of mathematics, the study of other disciplines and even the lifelong development of students. In primary school mathematics teaching, it is very important for teachers to infiltrate some mathematical thinking methods in a planned and conscious way. Let me talk about how I infiltrated mathematical thinking methods in primary school mathematics teaching:

First, change the concept of exam-oriented education and innovate mathematical thinking methods.

The mathematical thinking method is implicit in the mathematical knowledge system, and there is no "shape", but the mathematical concepts, laws, formulas, properties and other knowledge are clearly written in the teaching materials, and there is a "shape". As a teacher, we should first change the concept of exam-oriented education, constantly improve our understanding of the importance of infiltrating mathematical thinking methods, incorporate both mastering mathematical knowledge and infiltrating mathematical thinking methods into teaching purposes, and integrate the requirements of teaching mathematical thinking methods into preparing lessons. Secondly, we should study the teaching materials deeply and try our best to find out all kinds of factors that can penetrate mathematical thinking methods. For each chapter and section, we should consider how the specific content permeates mathematical thinking methods, which mathematical thinking methods permeate, how to permeate, and to what extent. It is necessary to have an overall design and put forward specific teaching requirements at different stages. In primary school mathematics teaching, teachers should not only be satisfied with the conclusion that students acquire correct knowledge, but should pay attention to guiding students to understand the process of knowledge formation. Let students gradually understand the mathematical thinking method contained in it. In other words, it is equally important to attach importance to the process and the result in mathematics teaching. Teachers should stand on the height of mathematical thought, analyze the teaching content in a simple way with appropriate language, and prompt the thinking method hidden behind the knowledge content. For example, the teaching of the cognitive concepts of cuboids and cubes can be carried out according to the following procedures: (1) abstract the physical objects into geometric figures and establish the representations of cuboids and cubes; (2) On the basis of representation, point out the characteristics of cuboids and cubes, so that students can have a deeper understanding of cuboids and cubes; (3) Using various representations of cuboids and cubes, their essential characteristics are analyzed and abstractly summarized as the concepts of cuboids and cubes expressed in written language; (4) Symbolizing the concepts of cuboid and cube. Obviously, this mathematical process not only conforms to the cognitive law of students from perception to representation to concept, but also enables students to understand how teachers apply mathematical thinking methods, compare relevant materials, abstract and summarize spatial forms, and formalize teaching concepts.

Second, timely infiltration of mathematical thinking methods in classroom teaching.

In order to better infiltrate mathematical thinking methods in primary school mathematics teaching, teachers should not only study teaching materials, but also pay attention to the means and methods of ideological infiltration. In the process of teaching, I often infiltrate mathematical thinking methods into students in time through the following channels: (1) Infiltration in the process of knowledge formation. For example, the formation process of concepts and the derivation process of conclusions are excellent opportunities to infiltrate mathematical ideas and methods into students. For example, in the measurement teaching of quantity, the first problem is to introduce measurement units reasonably. As a textbook, it is impossible to make great efforts to explain this process. However, as a teacher, according to the actual situation of teaching, it is beneficial to cultivate students' creative thinking quality and the spirit of exploring and pursuing truth by properly showing their simple processes and thinking methods. For example, in the teaching of "area and area unit", when students can't directly compare the sizes of two graphs, they introduce "small squares" and expand them one by one on the two graphs compared. This not only compares the sizes of the two graphs, but also "quantifies" the areas of the two graphs. Turn the problem of shape into a problem of number. In this process, students personally experience the role of "small squares". Then through the teaching process that the size of the "small square" must be unified, let the students deeply realize that there must be a standard for the quantification of any quantity, and the standard should be unified. Nature has infiltrated the idea of "unit". (2) Infiltration in the process of solving problems. For example, in the teaching of "chicken and rabbit in the same cage", students can gradually understand the mystery of the strategy of "hypothesis" by using charts and courseware in the process of solving problems. (3) Infiltrate in the review summary. In the mathematics teaching of chapter summary and review, we should pay attention to the summary and review of mathematical thinking methods from both vertical and horizontal aspects, so that teachers and students can experience the relaxed and happy feeling of understanding mathematical thinking, using mathematical methods, improving training effect, reducing the burden on teachers and students and getting out of misunderstandings. For example, after teaching the unit "Trapezoidal area", I helped students to recall the derivation methods of parallelogram area and triangle area formulas in time, so that students could clearly realize that "transformation" is an effective method to solve problems.

Third, let students learn to consciously use mathematical thinking methods.

The teaching of mathematical thinking method is not only to guide students to use mathematical knowledge effectively and explore the direction and entrance to solve problems, but also to cultivate people's thinking quality. It belongs to the stage of "suggestion and infiltration" in new teaching, and enters a clear and systematic stage in practice and review, which is also the acquisition process and application process of mathematical thinking methods. This is a leap from vagueness to clarity. And such a leap is achieved through systematic analysis and problem-solving exercises. Students will not only consolidate and deepen their already mastered mathematical knowledge and mathematical thinking methods, but also summarize and refine new mathematical thinking methods from them. The teaching process of mathematical thinking method begins with imitation. As an example, students solve the same type of exercises according to the program and format of the example teacher, which is actually the mechanical application of mathematical thinking method. At this time, it is not certain that students have understood the mathematical thinking method used. Only when students apply it to new situations, solve other related problems and be creative can they ensure that students have a deep understanding of this teaching essence and mathematical laws.

We know that the best learning effect is active participation and personal discovery, and the learning of mathematical thinking methods is no exception. In teaching, through the extensive application of mathematical thinking methods, students attach importance to the study of mathematical thinking methods subjectively, and then enhance their consciousness of consciously refining mathematical thinking methods. Teachers should also consider the design of exercises from the perspective of mathematical thinking methods, and arrange exercises as much as possible so that students at all learning levels can answer in plain language. There are not only specific methods or steps, but also thinking or grasping from the solution of a class of problems, forming a problem-solving method, and then deepening into mathematical thinking. For example; After teaching the calculation of polygon area, solving several practical problems by moving and cutting can not only make students understand the transformed mathematical thinking method, but also be of great benefit to improving their interest in learning. Let students master in operation, understand after mastering, and let mathematical thinking methods be generated together in the process of knowledge and ability formation.

Our primary school math teachers can only meet the needs of the new curriculum reform by attaching importance to the study and research of mathematical thinking methods and exploring their teaching rules. The infiltration of mathematical thinking method is long-term and repeated. Infiltrating students' mathematical thinking methods is bound to go through a cyclical and spiraling process, which is often intertwined with several thinking methods. In the teaching process, teachers should effectively infiltrate mathematical thinking methods according to specific conditions.