How to improve the effectiveness of mathematics classroom exercises in primary schools? 1. Ensure validity. The effectiveness mentioned here mainly refers to the effectiveness of teaching and learning in the process of classroom teaching. 1, the effectiveness of teaching. It means that teaching methods should pay attention not only to form but also to content, and pursue the perfect combination of form and content. To put it simply, teaching benefits can only be achieved by using various methods in class, and methods cannot be used for the sake of using methods, such as current situational teaching, cooperative learning and inquiry learning. Instead of pursuing this form, we should adopt them to achieve a certain teaching goal. Therefore, effective teaching pays attention to teaching efficiency and requires teachers to have the concept of time and efficiency. Teachers can't follow their feelings in teaching, nor can they simply understand the benefits as "teaching the most content in the least time". Teaching benefit is different from production benefit, which does not depend on how much content is taught, but on the learning effect of students in unit time. Effective teaching requires teachers to have reflective consciousness. That is, teachers are required to constantly reflect on their daily teaching behavior and constantly ask themselves: what kind of teaching is effective, what is effective in my teaching, what is ineffective or inefficient, and is there any more effective teaching than me? 2. The effectiveness of learning. In the lens, I will lead you to summarize the conversion characteristics between single numbers and compound numbers expressed in decimals on the blackboard. With the deepening of the summary, some students who were still vague gradually woke up and slowly found a solution to this kind of problem. At this time, I glanced at it and found that "M" was also listening and writing carefully, frowning from time to time. Judging from his study, he studies very hard and thinks that today's "M" may have mastered the nominalization content that he has never mastered. But when the whole class practiced, it was found that almost all the assignments of "M" were wrong, and the wrong content was the wrong topic just discussed. Think in class, concentrate on class, study hard and don't talk, can you do a good job in your study? Through the example of M, at least we can see that the so-called listening attentively, not talking and keeping discipline may not necessarily achieve truly effective learning. In other words, whether a person's study is effective or not has nothing to do with some external performance of this person. Only when the performance of external learning is due to the natural expression of internal learning motivation can external performance show some characteristics of learning state. So what kind of study is effective? First, actively participate in learning. The active participation in learning mentioned here is naturally revealed by learners in the process of learning, not artificially seen by others. Man-made enthusiasm is passive and coping, and it is not the expression of learners' real learning emotions. Only the enthusiasm and initiative from the heart of learners can promote learners to improve their learning efficiency and realize effective learning. The second is to actually experience the learning process. Learning any knowledge requires learners to have a comprehensive and in-depth experience process. Only in the process of real experience can learners feel the process and context of knowledge formation and realize the three tastes of learning, and then they can melt knowledge into their own blood bit by bit. Those who study at a snail's pace find it difficult to grasp the core of what they want to learn. Third, mastering learning methods is the first priority of learning. The process of learning knowledge is not only the point-to-point learning of a knowledge point, but also the learning of a representative learning content, so as to achieve a comprehensive grasp of all the contents on the point, which requires learners not only to focus on learning content, but also to focus on learning methods. Only by mastering the corresponding learning methods can we improve the efficiency of learning and truly achieve the purpose of learning. Second, since the new basic curriculum reform, people have been avoiding the problem of "double basics" in traditional teaching. It seems that as long as it involves "double basics", it is not a new curriculum reform, and the "double basics" training in traditional teaching is opposite to the new curriculum reform. It can be said that this is a misinterpretation of the new curriculum standards of mathematics. It is precisely because of the misunderstanding of the new curriculum standards at different levels that a floating phenomenon has formed in mathematics classroom teaching. Many students' basic knowledge is not solid and their basic skills are not formed. The classroom of the new curriculum reform is not a total denial of the original traditional teaching, but a reform on the basis of maintaining the excellent achievements of traditional teaching. Only in this way can the reform take root and be down-to-earth. Therefore, while encouraging students to be independent, cooperative and inquiry, don't forget the foundation of cooperative inquiry. If you lose the most basic knowledge needed for cooperative inquiry, then cooperative inquiry will only become a form without any practical significance, not to mention that independence, cooperation and inquiry cannot be realized without the necessary basic knowledge and skills. Therefore, in the future teaching, we should organically combine "double basics" training with autonomous, cooperative and inquiry learning, so that students can improve "double basics" in an all-round way while changing their learning methods. Thirdly, paying attention to application and strengthening the connection between mathematics and real life is one of the main contents of the current new curriculum reform. How to effectively communicate the relationship between mathematical knowledge and real life should be a key point in our teaching. The original textbooks are also related to the reality of life, but relatively speaking, that connection is indirect, far-fetched and even artificial. At the same time, in the application of knowledge in the original textbooks, a large number of closed practical contents and modular ways of thinking have emerged. The application at this time is not so much an application as a simplified training. It simply considers how to meet the needs of mathematics learning, without considering the close relationship between mathematics and real life, which makes mathematics learning lose its vitality. This boring application, after a long time, not only students are not interested in mathematics learning, but also separates the connection between mathematics and real life, which is not conducive to the development of students' thinking. To this end, in teaching, we should do the following work well. First, deal with the relationship between knowledge points and real life. At present, many learning contents are materials found in life. Therefore, in the usual teaching, teachers should guide students to learn to interpret the mathematical materials in life, help them form a mathematical vision, and enable them to grasp the mathematical content from the complicated life phenomena. The second is to handle the relationship between closure and openness. Through some open exercises, we can cultivate students' ability to learn screening, discrimination, comparison and analysis, and improve their ability to quickly find problem-solving strategies in the process of solving problems. The third is to handle the relationship between diversification and optimization. In the process of students' knowledge application, diversification and optimization are inevitable problems. On the basis of encouraging students to solve problems in a diversified way, we should gradually embark on the track of optimizing problem solving and guide students to spiral thinking. Four. Comprehensive development From the feedback of some students, there are some problems in how to pay attention to the development of students in our daily mathematics teaching. In current teaching, some teachers pay attention to immediate and short-term development goals. Many people may say that I am not wrong, but if I stand in the perspective of students' growth, it is too biased. Mathematics teaching should not only pay attention to students' immediate development, but also pay attention to students' needs of learning mathematics in the future. Based on this understanding, in teaching, we can't just teach a few knowledge points, so that students can do problems and get high marks. Instead, students should learn to learn and master the corresponding learning methods as the focus of teaching, that is, teaching "fishing" instead of "fish". Therefore, paying attention to students' development is to guide students to master the corresponding learning methods, which can not only improve the existing learning effect, but also lay a solid foundation for him to enter a higher level of learning in the future, truly combine students' short-term development with long-term development and ensure students' smooth growth.