Everything a teacher says and does is an immeasurable intangible teaching material. The language of a math teacher should be an example for students. Because children are highly imitative, teachers' mathematical language directly affects students' mathematical language. Teachers with standardized mathematical language, students' expression ability is also very strong, and the expression is more accurate, clear and concise. Therefore, teachers' language strives to use words accurately, concisely, clearly, coherently and logically. Some teachers occasionally bring nonstandard or unscientific language into the classroom. These unscientific and unscientific languages will have a negative impact on students. This requires teachers to constantly improve their language literacy, and through the exemplary role of teachers' language, it will have a good influence on the formation of students' initial logical thinking ability.

However, for a long time, we have not paid enough attention to the teaching of mathematical language. Many teachers have a one-sided understanding of the teaching position of mathematical language expression, and think that language expression teaching should be attached to the teaching of literacy, reading and writing, but they have not paid attention to it ideologically. As a result, it is very difficult for students to learn because they have never passed the language barrier. Students with low level of mathematical language development have poor sensitivity to mathematical language information in class, and the conversion between languages is not smooth, and their thinking is slow, so it is difficult to accept and deal with mathematical knowledge. In the process of teaching and attending classes, I noticed that only a few students scrambled to speak in group activities, and the vast majority of students became "wooden heads" who only listened and didn't say anything. Even if forced to speak, they hesitated. When expressing their opinions, they are wordy and unclear, and some simply stand and don't talk. This is a common phenomenon in teaching. Many math teachers talk too much in classroom teaching, and students have little chance to speak, and some even "cram", turning the "multilateral activities" of classroom teaching into "one-way activities". Teaching practice shows that students with low level of mathematical language development have poor mathematical understanding ability, so that with the growth of grade, there are many obstacles in solving mathematical problems. Therefore, the development of mathematical thinking is inseparable from the synchronous development of mathematical language.

For example, in the teaching process, students always write 2 1, 22, 23 when reading and writing numbers in their twenties. Through my communication with my parents, I found that the reason why children read like this is because parents don't have correct reading materials in their daily lives, give them preschool education, and let them develop incorrect reading methods in order to correct their mistakes. I let my children study in their thirties, forties and fifties ... let them find out how to read by themselves, and then go back and let them read in their twenties, so that they can read more accurately. Although some people think that reading doesn't matter, as long as children can count, there is no need to force them, but I think that when students learn to say a correct and complete sentence and master the simplest and most basic thinking mode, they can further learn to say a few coherent words and be able to think and express in an orderly way. Therefore, we should start from scratch and use mathematical language in a standardized way.

Second, teachers use correct methods to cultivate students' mathematical language.

(1) Cultivate students' ability to understand mathematical language.

Mathematical language is highly abstract. Only by learning relevant mathematical terms and symbols and correctly analyzing logical relations according to mathematical principles can we understand books. Understanding is the basis of expression. To cultivate students' language expression ability, we must first cultivate students' ability to understand mathematical language. Such as understanding the concepts of sum, difference, product, quotient, expansion, contraction, prime number and composite number. Students' language defects should not be ignored. For example, ask "What is a prime number?" Some students replied, "A number that can be divisible by 1 and itself is called a prime number." So the teacher asked, "Can 4 be divisible by 1? Can it be divisible by itself? Is 4 a prime number? " The students immediately realized that they were wrong. It should be "a number that can only be divisible by 1, and it is called a prime number itself".

At the same time, mathematics also has its accuracy. Every mathematical concept, symbol and term has its precise meaning. Without ambiguity or ambiguity, the conclusion is obviously wrong. In order to really learn mathematics well, realize the goal of mathematics quality education, and make mathematics no longer difficult to learn, I think we must pay attention to the understanding of mathematics language, so that students can really use and speak mathematics language.

(2) Conduct oral training for students at any time.

1, the demonstration of teachers and textbooks is the way for students to master mathematics language.

Primary school students have two weaknesses in expressing mathematical ideas: First, they are not good at using mathematical terms correctly. Second, I'm not good at reasoning. In teaching, teachers should give full play to the exemplary role of scientific, logical and rigorous mathematical language, and strive to make the language visual and interesting. Try to avoid such habitual questions as "how about this", "right", "good" and "do you agree", and eliminate the language environment in which students say half a sentence or simply answer with one or two words: good, bad, yes, no, right and wrong.