In reality, mathematics is a nightmare for many people. They think mathematics is difficult and boring to learn. Indeed, there is no fairy-tale artistic conception of Chinese, no scientific experimental exploration, no beautiful melody of music, and some are boring Arabic numerals, monotonous lines and complicated thinking logic. So how can students learn math better? Students' interest is the first prerequisite for students to learn mathematics well. To better cultivate students' interest in mathematics, we need to start from the following aspects: First, create a good teacher-student relationship and create a good learning atmosphere. When students first came into contact with the subject of mathematics, their hearts were filled with excitement and more curiosity. At this time, they won't feel that mathematics is boring, but they feel faster about the teacher than mathematics. When the teacher can't judge whether he likes the subject or not, they have already made a decision about the teacher's likes and dislikes. Therefore, teachers determine students' love for mathematics to a certain extent, which requires teachers to release their personality charm in class and make students like mathematics unconsciously; After class, teachers should be students' friends, explore mathematics knowledge with students, and cultivate students' consciousness of active inquiry. Secondly, close contact with students' real life and the relationship between students' life and mathematics. I once met such a student who got good grades in Chinese and English, but was a mess in math. When asked about his thoughts, he said: When I learn Chinese well, people will think that I am very cultured and can write enviable articles. Learning English well can naturally communicate with foreigners, but learning math well is useless. When I go to the supermarket to buy things, the computer will automatically check out the bill, and I don't have to do the calculation myself ... From this example, we can see that in actual teaching, teachers don't realize the connection between mathematics and life, and students don't realize that mathematics comes from life and serves life. Therefore, whether in the classroom teaching process or in the unforgettable practical exploration, teachers should start from the students' real life, let students carry out inquiry learning of mathematics knowledge according to their own life experience, and narrow the distance between students' real life and mathematics learning. Third, pay attention to students' inquiry practice and let them experience the joy of success. Success is the most desirable result for everyone to do anything again, and it is also the driving force for people to keep moving forward in this respect. The study of mathematics is no exception. Success can encourage students to keep learning and delving into mathematics, which is the driving force for students to keep moving forward. For example, when teaching the basic nature of fractions, teachers can show two identical graphs, one divided into two parts (take one part) and the other divided into four parts (take two parts) on average, so that students can compare the sizes of one-half and two-quarters. Students can easily determine that they are the same size through intuitive observation, and through the observation of many examples, students will find the laws between them and summarize them. At this time, the teacher's timely evaluation makes students realize that the laws discovered by mathematicians can also be summarized through their own efforts, so that students can realize their success and enhance their confidence in mathematics learning. With confidence, their interest naturally arises. Cultivating students' interest in mathematics is not a simple slogan, nor is it the result of wishful thinking of teachers or parents. It is the result of comprehensive analysis from different angles and the combination of multiple dimensions according to the characteristics of mathematics and students.