Textbooks are written by combining theoretical knowledge with practical argumentation, which can be said to be the most advanced, representative and authoritative embodiment of subject learning. Therefore, students should study the teaching materials deeply, think and analyze the problems in what they have learned, so that they can easily understand what the teacher teaches in class. In addition, teachers should systematically study and fully understand mathematics textbooks. Only in this way can they truly understand the intention of compiling textbooks and achieve the purpose of effective teaching. For example, when teaching "knowledge of kilometers", the textbook defines "kilometers" as: kilometers can be used as the unit of measurement when measuring distances or long distances such as railways, highway transportation and rivers. If students read textbooks in the inherent reading mode, it is often easy to ignore the content supplements here, which is also the place where students are prone to make mistakes when learning these contents. Therefore, teachers should guide students to grasp the key words in reading, understand the meaning of the key words in the text, circle the places they don't understand, and pay attention to the lectures in class, so as to receive good reading results.

Second, read the topic, divergent thinking

Divergent thinking refers to a way of thinking that does not follow the routine, devotes itself to seeking differences, analyzes the materials and information provided from different angles and levels, and finally solves problems by using different methods or ways. Therefore, in mathematics teaching, teachers should consciously cultivate students' divergent thinking and let students use what they have learned flexibly to solve problems. For example, when teaching engineering application problems, there is such a problem: "It takes 8 days for canal A to be repaired alone, and it takes 6 days for canal B to be repaired alone. Now A has been repaired for 4 days, and the rest have been repaired by B. How many days will it take B to finish? " Students can answer according to conventional thinking, so the teacher asked to answer in other ways, and the students couldn't think of it at the moment. At this time, teachers can stimulate students' awareness of seeking differences. If students have different solutions in the process of thinking, teachers should encourage and affirm them in time, so that students can truly appreciate the benefits brought by different thinking and improve their learning enthusiasm; If students encounter difficulties in the process of seeking differences, teachers should guide, guide and help them patiently and carefully, so that students can experience the happiness of success and enjoy the sense of accomplishment and satisfaction brought by divergent thinking.