The new curriculum standard points out that students' mathematics learning activities should be a lively, proactive and personalized process because of their different cultural environment, family background and their own way of thinking. It is easy to be lively and have personality in primary school math class, but it is not easy. In the current class teaching system, we seldom see how much time students have to read textbooks. From the beginning of class, students will consciously or unconsciously enter the teaching program designed by the teacher. At this time, the study is organized by the teacher, and there is nothing personalized in it. So how to embody the idea of the new curriculum standard? I think reading is the most personalized way of learning. Because readers have different levels, different levels of understanding, different ways of understanding, and different ways of knowledge construction. Some data show that reading, as a way of learning, is one of the basic ways for people to acquire knowledge. Reading has the functions of spreading knowledge quickly, deepening understanding, providing examples and cultivating cognitive ability. In mathematics teaching. Many teachers and students think that learning mathematics means that teachers should explain more and students should do more problems. Mathematics textbooks are regarded as teachers' explanation materials and students' workbooks. Neither teachers nor students pay enough attention to the content of textbooks. Students also have no habit of reading math textbooks. Once you encounter problems in your study, you will often ask teachers or classmates directly, and rarely seek ideas and solutions by delving into textbooks.

However, in primary school, teachers always feel that students are young, have weak understanding and poor autonomous learning ability, and dare not let students acquire new knowledge through reading. When reading, students will be replaced by teachers or computer courseware, so they will have less chances to read, or even have no chance to read in a class. In class, students often listen more and read less. This teaching situation is not conducive to cultivating students' autonomous learning ability, and it is impossible to form the consciousness and ability of lifelong learning. At present, the textbooks used by primary school students are compiled by many experts according to the new curriculum standards and combined with the knowledge structure and age characteristics of primary school students. In the process of writing, students' acceptance ability must be considered, and primary school students should be able to understand it. Therefore, it is possible to use the existing textbooks for reading teaching.

Reading helps students understand the meaning of the topic correctly and solve the problem correctly.

Examining questions is the basis of examining questions, the condition of analyzing questions and the premise of asking questions. If you can't read the questions carefully, there will often be various mistakes. From the perspective of teaching practice, there are mainly two kinds of mistakes: misreading the questions and unclear quantitative relationship in the questions. Copying the wrong questions is because students only read the questions once, and some students even start to calculate in the form of columns without looking at their heads once. As a result, they either copied the numbers wrong or the operation symbols wrong. For example, if students do the calculation problem 204+537, writing vertically is 240+537. If you look at the problem twice before copying and doing it, the possibility of making mistakes will be greatly reduced; The confusion of quantitative relations in the topic can also be attributed to careless reading of the topic and misunderstanding of the meaning of the topic. For example, the circumference of a square is 20 cm, what is its side length? Many students have come to the answer that the side length is 80 cm. The reason for the mistake is that students regard the 20 cm in the condition as the side length and mistake the side length in the question as the circumference. This is the result of not being serious about reading questions and not developing good reading habits. Therefore, in teaching, teachers should always remind students to carefully examine the questions, at least two or three times before doing them, so as to reduce the possibility of making mistakes. The key is that reading can cultivate students' good study habits, which is more educational and valuable than reading itself.

Reading helps students to understand concepts accurately and master new knowledge.

Reading teaching in mathematics classroom plays a great role in students' understanding, mastering and exploring new knowledge. This can be reflected in the following two aspects. On the one hand, students have a deeper understanding of the formation of mathematical concepts by reading textbooks. For example, when teaching "Understanding the Circle", let students read the textbook, combine the words and pictures in the textbook, recall the teacher's explanation, and further clarify the concepts of "center of the circle", "diameter" and "radius". If students can have such a reading link in class, the knowledge points will be clearer, more organized and remembered more firmly. On the other hand, in the process of acquiring knowledge and exploring ideas for solving problems, students often have thinking obstacles due to the limitation of cognitive level or the deviation of thinking direction. At this time, guiding students to read textbooks can often make students break through the mindset, activate their thinking, deeply understand the learning content, find solutions to problems, and get the effect of being suddenly enlightened. In addition, when students have questions or puzzles in the process of listening to lectures and discussing and solving problems, they are guided to read the relevant chapters of the textbook, so as to achieve the purpose of self-digestion.

Read to expand students' mathematical knowledge and thinking.

In the process of compiling mathematics textbooks, a lot of extracurricular knowledge is written in combination with the unit content. This requires teachers to set aside some time for students to read in teaching. Reading can enrich students' knowledge and expand their thinking space. For example, when studying the content about tons in the third grade textbook of primary school mathematics, in order to make students realize that the unit of tons is very large, a story of "Cao Chong is an elephant" was arranged. In the process of telling stories, students can not only be educated, but also feel that tons are the unit names used to measure the weight of very large items. For another example, when learning addition within 10 thousand, the textbook arranged "Do you know?" The origin of "+"and "-"is introduced. And after studying the hours, minutes and seconds, the textbook introduces that "as early as 4,500 years ago, our ancestors used a dripping instrument to time, which is called engraving". On the one hand, an ancient timing tool is introduced, and at the same time, ideological and moral education is infiltrated to stimulate students' national pride.

Reading can cultivate students' habit and ability of independent thinking.

The ancients said, "It is better to teach people to fish than to teach them to fish." For a person, mastering a learning method is more important than learning a little knowledge, and reading is a good learning method. Students can read the textbook and think independently about the problems raised in the textbook, so as to cultivate the habit of independent thinking and cultivate students' self-learning ability. Therefore, teachers should give students a few minutes to learn through reading in each class. Students can use this time to preview or review, learn to ask questions in reading, and learn to summarize and improve. At the same time, the task of mathematics reading is not only to let students learn, understand concepts and do math problems, but more importantly, to let students reflect on the knowledge structure of reading materials and understand the mathematical viewpoints and thinking methods expounded in the textbooks after reading. Carry out construction activities through self-discovery and self-evaluation. This is the value of mathematics reading teaching.

To sum up, reading is an important part of mathematics teaching. At the same time, improving students' reading ability and forming the habit and consciousness of conscious learning are in line with the modern educational thought of "lifelong education and lifelong learning" and have far-reaching significance and value for students' lifelong development.