The so-called mathematical literacy refers to the literacy of mathematical knowledge, skills, abilities, concepts and qualities acquired through individual's own practice and cognitive activities on the basis of human's innate physiology, influenced by acquired environment and mathematical education. Mathematics literacy is not only manifested in solving problems in mathematics exams, but also in daily life, which shows that a person is learning mathematics all the time and can use mathematics knowledge to solve mathematical problems in daily life. This needs to be internalized gradually in the long-term mathematics study. It includes: mathematical knowledge and skills, mathematical thinking, problem-solving ability and mathematical concept quality. A primary school student's mathematics literacy is mainly manifested in: interest in mathematics learning; Have a good sense of mathematics; Have a solid basic knowledge of mathematics. How to cultivate students' mathematics literacy is an important problem that our mathematics teachers should solve. I think that to cultivate students' mathematical literacy, we should start with students' thoughts and attitudes, so that students can learn mathematics actively, actively and interestingly, cultivate good mathematical consciousness in the process of learning mathematics, and feel the application of mathematics in life. Only in this way can students learn mathematical knowledge, master mathematical skills, solve mathematical problems, lay a good foundation for mathematics and improve their mathematical literacy.

First, cultivate students' interest in mathematics learning.

The standard pays attention to the connection between mathematical knowledge and life, and the process of students exploring problems. Let mathematics come into life and cultivate students' intimacy with mathematics. Mathematics comes from and serves life, and life is full of mathematics. Only by combining mathematical knowledge with life practice can abstract knowledge be concretized and visualized. Students will learn and accept familiar things more easily, be more relaxed, more active and more confident, and be more willing to express their ideas and participate in learning activities in familiar situations, and the things and life scenes around students are what they are most familiar with. Therefore, in teaching, explaining mathematics knowledge with the help of things around children will make children feel kind, let students experience that mathematics knowledge is around them, and there is mathematics everywhere in their lives, which will improve their confidence and interest in learning mathematics. In addition, a variety of teaching situations will make students feel fresh, and because of their age characteristics, they will participate in learning activities with a more positive attitude, so that students can experience and feel the process of knowledge formation and inquiry, mobilize students' enthusiasm and interest to the maximum extent, and make them devote themselves to learning activities.

Second, pay attention to the process of students' mathematics learning and form mathematics skills.

The new textbook not only pays attention to the mastery of mathematics knowledge, but also pays attention to students' experience and understanding in the process of mathematics learning, and attaches importance to the exploration and discovery process of students' learning activities. Hands-on practice, independent inquiry and cooperative communication are important ways for students to learn mathematics, so that students have time and space to fully engage in mathematics activities. Create activities suitable for children's participation in classroom teaching, and pay attention to let children experience mathematical knowledge, solve problems, understand and master basic mathematical knowledge, skills and methods in activities.

Third, learn to think from a mathematical point of view and cultivate mathematical consciousness.

Mathematical consciousness refers to the ability to observe, explain and express the quantitative relationship, spatial form and data information of things with mathematical concepts and viewpoints, actively think about problems with mathematical ideas and methods, and consciously observe and think quantitatively when encountering problems, thus forming quantitative thinking habits and a good sense of numbers. To cultivate students' mathematical consciousness, students should be able to think about problems with mathematical concepts and viewpoints, find out existing mathematical phenomena and solve them with mathematical knowledge and methods when encountering problems and contacting new things. For primary school students, it is necessary to initially train them from the beginning of school. Students can remember math diary, collect data from life, adapt the collected data and situation into a math problem, and make a math tabloid, so that students can simply classify and sort out the information and knowledge in life from the perspective of mathematics, think in an orderly way, gradually learn to describe some simple phenomena in real life with mathematical language, and process and guess according to the needed information, and gradually form a powerful one. In teaching, we should cultivate students' awareness of following: let students form the ability to look at things and deal with problems with mathematical viewpoints and methods, and form the habit of independent thinking; In the face of some things, the thinking habit of quickly pointing out the essence of things and solving problems; Let students form the thinking habit of using known knowledge to learn new knowledge independently. For example, when teaching area units, after teaching students that the square with a side length of 1 cm is 1 cm, students can learn independently: the square with a side length of 1 cm is1cm; A square with a side length of 1 m and an area of 1 m2. In teaching, we should also strengthen the infiltration of mathematical thinking methods, develop students' mathematical thinking ability, enable students to actively acquire knowledge, make full use of what they have learned to solve practical problems, understand mathematical thinking and methods, and gradually form mathematical consciousness in the process of constantly using mathematical knowledge in life.

In short, our teachers should create conditions suitable for students to carry out and participate in various inquiry activities, so that students can develop their thinking, promote their personality development, improve their ability to solve practical problems by using knowledge, deepen their understanding of mathematical knowledge through various activities, feel the fun and application value of mathematical learning, and truly improve their mathematical literacy.