In primary school mathematics classroom teaching, we often see such a phenomenon: teachers always praise students immediately after they give standard answers; Or immediately deny and correct students' mistakes. This kind of evaluation is timely evaluation, that is, in the process of classroom teaching, teachers make timely value judgments on students' learning behavior. In most cases, this timely evaluation will stimulate the enthusiasm of students to speak to a certain extent and ensure the accuracy of knowledge intake and understanding. However, it is undeniable that this kind of evaluation that reflects the authority of teachers can easily hinder students' reflection and is not conducive to cultivating students' innovative spirit and consciousness. In this case, it is necessary to make an appropriate delay assessment. The so-called delayed evaluation means that after a student does something or says an idea, the teacher does not immediately make a positive or negative evaluation of his words and deeds, but keeps it in a state of natural development. In this state, all students have enough time and space to think boldly, so as to get more creative inspiration, and then the teacher will evaluate the students. Delayed evaluation is different from timely evaluation. Delayed evaluation often places more wait and expectation on students: waiting for realization, looking forward to reflection and promoting students' active development.

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