How to improve pupils' mathematical thinking? Mathematics, as the main subject to improve students' abstract thinking ability, plays an important role in the transformation of students' thinking. Primary school students' mathematical thinking ability is still in the initial construction stage. Next, Bian Xiao brings you the skills of mathematical thinking training.

Create questioning situations to stimulate students' positive critical thinking.

Questioning and asking difficult questions are the fuse to explore knowledge and find problems. In primary school mathematics teaching, teachers should actively cultivate students' good habits of being diligent in thinking, daring to ask questions and being good at asking questions according to students' strong curiosity, frequent questioning and thirst for knowledge, thus laying a foundation for cultivating students' mathematical thinking ability. For example, after saying that the sum of the internal angles of a triangle is 150 degrees, the teacher can design such a question: "Because the sum of the internal angles of a triangle is 150.

Then, divide this triangle into two small triangles, so the sum of the internal angles of each small triangle is 1800. Is that correct? "Some students may answer: Yes, but forget that the inner angle of a triangle has nothing to do with the size of the triangle. Teachers should organize students to analyze these mistakes, which can deepen their correct understanding of the triangle sum and area formula, thus achieving effective teaching results. It can be seen that only by letting students dare to question and question more can we stimulate the sparks of students' thinking, stimulate students' desire for active exploration and interest in autonomous learning, and then improve students' mathematical thinking ability.

Create practical practical situations to stimulate students' mathematical thinking ability?

"Applying what you have learned" is the ultimate goal of learning a subject. Only through practice can students apply their knowledge to life. Practice is an important means for students to master knowledge, form skills and develop intelligence, and it is also the basic way to cultivate and train students' thinking ability. Therefore, in the teaching process, teachers should design more exercises and let students do more arithmetic activities, so as to develop students' thinking ability and improve their thinking level.

However, in practice design, teachers should highlight effectiveness, interest, diversity of forms, certain thinking and challenge, so that students can feel the joy of thinking successfully and the joy that I can do in practice. Therefore, in the exercise design, we can transfer and flexibly design some different types of questions, such as "one question is changeable", "one question has multiple solutions" and "variant exercises", so as to continuously consolidate students' knowledge, guide students to question boldly, broaden their thinking space, solve problems from multiple angles and ways, develop students' innovative thinking and cultivate their multi-dimensional problem-solving ability.

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Mobilizing students' divergent thinking through multiple channels

First of all, teachers should be good at guiding students to think, creating certain problem situations for students, stimulating students' desire to explore problems, changing "passive learning" into "active learning" and better cultivating students' logical thinking ability. Teachers can inspire students' thinking and divergent thinking by talking with students, asking questions and classroom activities in math class. For example, some teachers restore students' dominant position in the form of group discussion of teaching content in mathematics class, while teachers only act as guides, motivators, organizers and participants.

After each activity, on the basis of listening to students' discussion and mutual evaluation, teachers affirm their own strengths, point out their own shortcomings and the direction of their efforts, and scientifically summarize and summarize the teaching content. This active form of classroom teaching greatly stimulates students' interest in learning mathematics and stimulates students to actively think and participate in mathematics learning. Teachers can also put forward some difficult problems in class, encourage students to participate in answering questions through prize-winning competitions, and urge students to enter a state of thinking. Teachers can also cultivate students' logical thinking ability by constructing horizontal and vertical mathematical knowledge networks. Primary school mathematics knowledge is strict. Primary school students lack the ability of induction and summary, which requires teachers to be good at guiding students to integrate knowledge vertically and horizontally, so that students can clearly know what to learn, what the order is, what the requirements are, and what the key points are. In this way, students associate and connect knowledge points from each unit clue provided by the teacher, which effectively cultivates students' logical thinking ability.

The embodiment of cultivating logical thinking ability in mathematics teaching

Under the background of new curriculum development, with the continuous innovation of teaching mode to adapt to the current development trend of teaching, mathematics teaching activities not only help students acquire knowledge, but also pay more attention to the cultivation of students' logical thinking ability, help students establish a correct learning concept and effectively cultivate students' logical thinking ability. The cultivation of logical thinking ability should start from the primary school stage, and pay attention to the cultivation methods in each stage. Students of different ages have different understandings of knowledge. Therefore, it is necessary to divide the tasks of each grade clearly and make the tasks more clear, so that the requirements for students are also improved step by step. Thinking ability is embodied in many aspects. Teachers need to carry out the cultivation of students' ability at every level and stage of teaching, and organize students to review and contact knowledge, combine old and new knowledge, and explore and learn specific problems in time.

For example, teachers with certain teaching experience will focus on guiding students to review independently when reviewing and exploring the addition and subtraction of rounding within 20. Because students have mastered this knowledge point initially, it is necessary to master the knowledge to a new height, let them talk about the thinking of solving problems, and know the weakness of solving problems while finding the positive solution of the wrong problem. A topic can guide students to find multiple breakthroughs, learn analogy and comparison, and help cultivate students' thinking activity and sensitivity. The cultivation of thinking ability should run through every part of teaching. The so-called partial content is to analyze specific problems and take specific countermeasures. Whether it is to explain the basic mathematical concepts to students, or to teach students the basic skills of calculating rules and solving problems, as well as the use of mathematical tools, we need to explore and answer according to actual examples. These examples are for students to accept and explain with their own thinking and find out the similarities and specialities with other knowledge.

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Let students understand the principle of knowledge points and cultivate their ability of observation and analysis.

Mathematics is a subject with strong logic and principle. As long as students master the principles, they can read the questions well and improve the efficiency and accuracy of doing them. For example, when teaching students to operate in brackets, we can first teach students the basic operation method, that is, "calculate the contents in brackets first, then calculate the contents in brackets, and finally calculate the contents outside brackets."

; If there are no brackets in the formula, it is calculated from left to right, multiplied first and then divided, and then added and subtracted. "Then, give a few related questions for students to observe and guess which calculations first, and then calculate the final result after reaching all the knowledge in the class. This can fully mobilize children's enthusiasm, improve children's observation and analysis ability, and subtly improve children's mathematical thinking ability.

Give full play to students' initiative and find various solutions.

In order to effectively improve students' mathematical thinking level, it is not enough to rely solely on the guidance of teachers, but also to actively think about problems, so as to have greater improvement. This requires teachers and parents to pay more attention to cultivating students' initiative in teaching.

Here, teachers can choose more problems and various solutions. Instead of publishing solutions, students are divided into groups, so that students can use their imagination as much as possible, construct various solutions, and then communicate with their classmates. Teachers will also praise and encourage students who dare to express their ideas on the spot to improve their learning enthusiasm and initiative.

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Constructing the classroom teaching mode of independent inquiry

Nowadays, teaching reform has been deeply rooted in people's hearts. The teacher-centered and knowledge-based teaching mode has been abandoned by most teachers and replaced by a more flexible teaching mode. Among them, the self-inquiry classroom teaching mode is adopted by many teachers because of its great flexibility and applicability. Self-inquiry classroom teaching mode is conducive to cultivating students' logical thinking ability, because it emphasizes students' autonomy, encourages students to dare to question and ask difficult questions, and promotes the formation of a good learning atmosphere with the procedure of "arousing doubts-solving doubts and solving problems".

At present, some teachers pay attention to cultivating students' ability to answer questions in class, which is not conducive to cultivating students' learning initiative and exploration consciousness. Cultivating students' logical thinking ability requires teachers to be good at using enlightening inquiry in class, guiding and encouraging students to ask questions. For example, teach students to ask questions around concepts and topics such as "what", "why" and "how to do it", and gradually guide students to learn to question and ask difficult questions and develop their thinking. Even if students ask difficult questions, teachers should not answer or avoid them immediately, but should make full use of students' questions to inspire other students' divergent thinking and further stimulate students' enthusiasm for asking questions, thus forming a classroom teaching atmosphere for students to explore independently.

Use students' curiosity to stimulate their interest in learning.

Interest is the best teacher. In primary school mathematics teaching, we can make full use of students' curiosity and cultivate their interest in learning mathematics. Curiosity refers to people's psychological and behavioral tendency to explore new things, which is the internal driving force of creative thinking. At the same time, when curiosity turns into curiosity, it will produce rich imaginative thinking, which will help students improve their mathematical ability.

For example, when explaining the knowledge point of "the sum of the internal angles of a triangle", students can prepare a triangle in advance and let them measure the degree of each internal angle themselves and record it. Then ask a student to report the degree of any two internal angles in the triangle he randomly measured, and the teacher can accurately answer another degree. At first, students are bound to have doubts and strong curiosity: "How on earth did the teacher know the degree of another angle in such a short time?" This way can effectively attract students' attention and help them develop mathematical thinking and good study habits.