As a basic subject with a large number of abstract concepts, mathematics involves people's logical thinking ability in many aspects, and the cultivation of mathematics level and the understanding of many mathematical formulas and theorems are related to people's logical thinking level. The development of children's logical thinking ability in primary school is not perfect. Children in this age group lack the basic level of abstract thinking in their cognition and understanding of mathematical knowledge, which makes primary school students' cognition and learning of mathematical theory and knowledge often show that they can only rely on rote learning and can't understand its meaning, which makes students perform better in doing certain fixed problems, but they will be at a loss when solving different problems with the same mathematical method, and they don't know how to use it. This is because students' mathematical ability has not been really cultivated and they have not understood the concepts and principles of mathematical knowledge. However, it is difficult to improve primary school students' mathematical ability by inculcating knowledge points and practicing fixed content repeatedly. Cultivating students' innovative consciousness is an effective means to link students' mathematics learning with the cultivation of mathematics ability. This paper discusses how to cultivate students' innovative consciousness in primary school mathematics teaching.

First, change the traditional teaching concept and start teaching from the concept of quality education.

In the traditional teaching mode, teachers have absolute authority, and students can only follow the teacher's arrangement step by step to recognize and learn mathematics knowledge in teaching activities. In this teaching mode, students' thinking ability and learning initiative are often easily bound, which is not conducive to the cultivation and improvement of students' mathematical ability. According to the educational thought put forward by the new curriculum standard, educational activities should reflect students' initiative, teaching activities should be carried out with students as the main body, and so should mathematics teaching. If students passively accept and have no space to actively think and analyze mathematical knowledge, students' mathematical understanding and thinking ability can not be effectively improved. In order to make primary school mathematics teaching work play a good role, we should base ourselves on the quality education concept of the new curriculum standard, take students as the center of teaching activities, pay attention to cultivating students' innovative consciousness in the teaching process, and let students really have the ability to explore and seek knowledge actively by improving their learning status as cognitive subjects. Only in this way can we really improve students' mathematical ability and thinking level.

Second, use classroom training without textbooks to cultivate students' innovative thinking.

Traditional mathematics teaching activities depend on textbooks. Students often unconsciously form a kind of thinking inertia in mathematics learning. The answers provided by textbooks are standard answers, and the knowledge given by textbooks is the direction of learning and memory. If they fall into this kind of thinking inertia, students will rely too much on memorizing textbooks instead of actively thinking about the meaning of mathematical methods and concepts. To break this thinking inertia, teachers are required to have the ability to design classroom training without textbooks in specific teaching activities. Teachers should design classroom training without textbooks, so that students can think and answer mathematical questions, so that students have no fixed standard answers to refer to and can only think and explore by using the mastered mathematical methods. Only in this way can students' innovative consciousness be truly improved, and students have the ability to deeply understand mathematical knowledge, use mathematical theories and methods to understand mathematical problems and answer different mathematical problems.

Third, combine interactive application to improve students' innovative consciousness.

The study of mathematical knowledge is mainly aimed at highly abstract basic theories, but these abstract mathematical theoretical knowledge is not intuitive enough for children in primary school, and it is difficult to understand and recognize them, and it is difficult to arouse their curiosity and active cognitive attention. It will be very difficult for students to understand and master mathematical concepts and theories if they can't generate positive cognition and interest in learning mathematics from their intrinsic motivation. In order to solve this problem, teachers can combine some mathematical knowledge and concepts in mathematics teaching with real life, cultivate students' innovative consciousness in combination with actual mathematics learning, and help students better understand numbers and cognitive mathematics knowledge. Teachers can use some situational interactive teaching in mathematics teaching, which can let students participate in it, and let students use mathematical methods to solve problems in an applied environment through participation and interaction, so as to better cultivate students' innovative consciousness and make them actively understand and master mathematics knowledge. For example, in the percentage teaching of the sixth grade of primary school, teachers can prepare several common items in daily life, such as pure water bottles, salt packaging bags, discount leaflets in supermarkets and so on. After explaining the concept of percentage, ask the students to look for percentage in the numbers printed on the above items, and explain why it is percentage and what its characteristics are. In this way, students can better understand the mathematical concept of percentage and cultivate their innovative consciousness.

Fourth, set up excellent models and cultivate students' innovative consciousness.

The power of example is enormous. Excellent students with strong sense of innovation, high initiative in mathematics learning and high level of thinking can be introduced and praised as role models, which can play a good role in demonstrating and taking the lead among students. Primary school students' rational thinking is not perfect, so they can't understand what innovation consciousness is and how to have it. Even if teachers work hard to cultivate, it is difficult for students to have a clear understanding of innovation consciousness in specific learning. This problem can be well solved by setting an example. Teachers set up students with a strong sense of innovation as examples and models, and other students have a good reference and learning object in mathematics learning. Through the understanding of examples and their learning methods, students will have a more accurate and clear understanding of innovation consciousness, thus improving their mathematics learning level.

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To sum up, cultivating students' innovative consciousness in primary school mathematics teaching is a reform of traditional mathematics teaching mode based on the new curriculum standard teaching concept, and an exploration and attempt of mathematics teaching methods combining the physical and mental development and cognitive characteristics of primary school children. There is no universal fixed model for cultivating innovative consciousness. Teachers should design flexibly according to the needs of teaching content, and test the effect and improve the methods in concrete practice. Only through continuous improvement and perfection can we push the theory of primary school mathematics education to a higher level and further improve the level of primary school mathematics education.