It is an opportunity to learn from famous teachers and many excellent teachers on the network platform and discuss some practical problems encountered in mathematics teaching with each other. How to evaluate students scientifically, reasonably, accurately and appropriately in mathematics teaching of lower grades in primary schools? The Outline of Basic Education Curriculum Reform (for Trial Implementation) issued by the Ministry of Education points out: "(Curriculum reform needs) curriculum evaluation of reform overemphasizes the functions of screening and selection, and gives play to the function of evaluation to promote students' development. "Advocate the diversification of evaluation indicators, pay attention to the individual differences of students, recognize people's talents, and pay more attention to the acquired efforts. It is particularly important to change the traditional method of taking scores as the only criterion to measure students and taking written test as the final evaluation form. Attach importance to the formative evaluation of students. In addition, it is necessary to realize the diversification of evaluation subjects. Besides teachers' evaluation, students' self-evaluation, mutual evaluation among students and family and social participation evaluation should also be paid enough attention. Students are the main body of mathematics teaching in primary schools, and all teaching activities should be carried out around students' learning, and students are also the embodiment of teaching results. Therefore, the evaluation of students in teaching evaluation is particularly important. In the evaluation, we should not only pay attention to students' understanding and mastery of knowledge and skills, but also pay attention to the formation and development of students' emotions and attitudes; We should not only pay attention to the results of students' mathematics learning, but also pay attention to their changes and development in the learning process. The means and forms of evaluation should be diversified, and the process evaluation should be the main one. The description of evaluation results should use encouraging language to give full play to the incentive function of evaluation. Evaluation should pay attention to students' personality differences and protect students' self-esteem and self-confidence. Teachers should be good at using a lot of information provided by evaluation to adjust and improve teaching methods and processes in time. In teaching, the following evaluation methods are mainly adopted. First, compare and see whose five-pointed star is set according to how many problems students have completed in the specified time, such as doing some calculation problems. Write twenty addition questions within twenty on the blackboard, let the students try their best to finish them in five minutes, then calculate the stars of the students respectively, publicize and record them, and encourage the underachievers appropriately. In the next exercise, if a classmate makes progress, praise him in public. In this way, students' enthusiasm for learning is mobilized and their interest in learning mathematics becomes greater. In a semester, the number of five-pointed stars will be evaluated according to the students' oral arithmetic scores, recorded in the book, and written into the "student report card." By observing and evaluating students and comparing their learning achievements this semester, I can improve my teaching methods and improve my teaching level. 2. Verbal praise Whenever students are creative and use their brains when studying mathematics, I will praise them in front of the whole class in time. But I am not limited to general praise, but more focused on pointing out the direction of learning for other students and telling them how to learn and use mathematics. For example, while studying "Understanding of Yuan, Jiao and Fen", a classmate in the class talked about the experience of shopping in the supermarket and vividly recalled the prices of some items. I praised him at the right time, praised him for being good at discovering the use of mathematics in life, and encouraged everyone to discover more places where mathematics is used in life. On the one hand, it inspires individuals, on the other hand, it expands students' perception of mathematics. Thirdly, evaluation diversification is an important aspect of students' evaluation, but students' evaluation of themselves can not be ignored. It is an effective evaluation method for students to carry out targeted self-evaluation on their own mathematics learning for a period of time. Junior students lack experience in this field, so teachers should guide them well. For example, set some thought-provoking questions: What new knowledge do you think you have learned this week (one month, one semester)? What else is not understood? Have you made any progress in your math study? Are you more interested in learning math than before? What good ways have you mastered to learn mathematics? Did you actively communicate with your classmates when you were studying? What are your plans for the future? Through such students' self-evaluation, students' internal initiative can be mobilized. Combine mutual evaluation among students, parents' evaluation of students and social evaluation to evaluate students from all directions and angles. Qixin will work together to improve students' mathematical thinking ability and finally master the necessary mathematical literacy of citizens in modern society. In short, we should look at the process of students' learning mathematics from a developmental perspective, and let evaluation become a propellant to promote students' all-round development. These are just superficial practices, and I hope to discuss them with my colleagues.