It can be seen that the cultivation of students' initial logical thinking ability by primary school mathematics syllabus is in line with the characteristics of mathematics discipline and the age characteristics of primary school students.
It has been suggested that one of the teaching purposes of primary school mathematics is to develop students' creative thinking. This is debatable. First, according to psychological research, creative thinking is an advanced process of human thinking activities. It has the characteristics of ordinary thinking, for example, when solving problems, it also has stages of asking questions, clarifying questions, putting forward assumptions and testing assumptions. But the difference lies in the participation of imagination. In addition, creative thinking is often the simplification of logical thinking. For most students, it is difficult to develop creative thinking without good logical thinking training. In other words, the development of creative thinking must first be based on logical thinking. Secondly, people's general thinking activities also have certain creative thinking factors. It can be said that developing logical thinking also contains the creative quality of developing thinking to a certain extent. But if creative thinking is put forward as a basic requirement, it is too high for primary school students. In addition, because the process of creative thinking is complicated and the analysis and research of psychology is not sufficient, it is difficult to explain its connotation in detail, and it is even more difficult to put forward specific teaching requirements in primary schools.
It also emphasizes that primary school mathematics should pay attention to developing dialectical thinking. This is also debatable. As mentioned above, dialectical thinking is an advanced stage of the development of abstract logical thinking, which needs to be based on certain formal logical thinking. Moreover, from the content of primary school mathematics, although some contents can reflect some laws of dialectical thinking, many contents have certain limitations. For example, for addition and subtraction, it can be said that it is the opposite operation. The two operations are interdependent, but it is hard to say that they can be transformed into each other under certain conditions, because negative numbers have not been learned. In addition, from the age characteristics of primary school students, dialectical thinking began to sprout at the age of 9- 1 1, which was obviously later than formal logical thinking. Therefore, it is still too early to take the development of dialectical thinking as the basic requirement of primary school teaching. In primary school, we can only combine some contents with some factors of materialist dialectics to accumulate some perceptual materials for students, not dialectics. For example, when talking about integer addition and subtraction, we can illustrate that they are opposite operations and depend on each other through examples; When we talk about fractional multiplication and division, we can illustrate by examples that the two operations can be transformed into each other in fractions.