As we all know, in the process of solving problems, people can be prompted to think and constantly divergent thinking. The learning process of primary school mathematics is fundamentally a kind of thinking activity of continuous thinking and inquiry. Therefore, in primary school mathematics class, teachers should consciously guide primary school students to find and ask questions in the learning process, and then guide primary school students to learn how to analyze and solve problems. This is an important process for teachers to develop and cultivate students' thinking ability in primary school mathematics teaching. If we really want to improve the teaching quality of primary school mathematics, then teachers must strengthen the timely and appropriate guidance of primary school students' thinking ability. Generally speaking, the development of primary school mathematics knowledge is realized by asking questions. In other words, the thinking ability of primary school students can be effectively developed and cultivated only when problem teaching is properly used in the process of primary school mathematics teaching. Teachers should consciously and purposefully set up some mathematical problems according to the knowledge reserves and mathematical knowledge that primary school students have learned, guide primary school students to analyze and think about these problems, and let primary school students try to solve these problems by induction and deduction, abstract generalization, comparison and comprehensive analysis. In this process, not only can primary school students master the mathematics knowledge more flexibly and firmly, but also can stimulate students' curiosity. We can clearly understand the context and cause and effect of these mathematical knowledge points, and through this process, we can subtly improve the mathematical ability and thinking ability of primary school students.

Second, combine graphics to deepen understanding.

To cultivate primary school students' thinking ability in primary school mathematics teaching, it is necessary to help students sort out the internal logic among various mathematical knowledge and adopt some flexible teaching methods of mathematical thinking. The mathematical teaching method of combining numbers and shapes can help primary school students to enhance their thinking ability in the process of transforming abstract mathematical knowledge into concrete mathematical problems, and explore the essence of mathematical knowledge through the combination of quantitative relationship and space, so as to improve their ability of analyzing and solving problems and deepen their thinking depth. Therefore, in the process of primary school mathematics teaching, teachers can make full use of some more intuitive and vivid line segments and figures to express while explaining the theoretical knowledge of mathematics, so as to make mathematics learning more clear. At the same time, teachers can abstract the mathematical knowledge on graphics into a certain quantitative relationship in the teaching process, so as to deepen pupils' understanding of mathematical concepts and better guide pupils to analyze and solve problems.

Third, improve the application ability by combining practice.

Mathematics comes from real life and will eventually be used in real life. Therefore, in the process of primary school mathematics teaching, teachers should closely link abstract mathematical theoretical knowledge with students' daily life, and improve primary school students' ability to use mathematics in real life. To cultivate primary school students' thinking ability, we need a good learning environment, so that primary school students can quickly integrate into the process of mathematics learning and constantly train their thinking ability. Teachers should be able to create mathematics teaching situations, guide primary school students to obtain relevant scenes from real life, and gradually rise to the study of mathematical theory knowledge through daily perception. For example, when learning a cuboid, teachers should not teach according to the math textbook. If you simply and rudely tell primary school students how many faces and angles a cuboid has and what characteristics each face has, it will be difficult for primary school students to accept and understand it at once. Teachers can remind students of the air conditioners and refrigerators at home, what shapes and characteristics they are, so as to cultivate the vitality and flexibility of primary school students' thinking. In addition, teachers can also set some math problems encountered in daily life in the process of math learning, encourage students to solve them with what they have learned, and effectively improve the math ability of primary school students.