There are many ways to set up the mathematics situation in primary schools. Being good at creating problem situations is an art. In teaching practice, mathematics teachers should attach importance to students' thinking training, enlighten their wisdom and stimulate their learning motivation. Starting from students' existing knowledge and life experience, create vivid and interesting situations, so that students can use their own thinking and methods to master mathematical knowledge and skills in specific situations, thus enhancing their awareness of using mathematics and improving their mathematical literacy.

1, create a suspense situation and let students "ask questions" in "strangeness".

In view of the psychological characteristics of primary school students' strong thirst for knowledge and curiosity. In teaching, create suspense according to the teaching content and induce students to realize the problems they want to reveal. For example, when teaching "the feature that a number is divisible by 3", teachers can create such a teaching situation, so that students can casually say a number (no matter how many digits it is), and teachers can immediately judge whether this number can be divisible by 3. After several rounds, students will have such questions: Why can the teacher judge immediately without calculation? What tricks does the teacher have? Students are eager to pursue knowledge and problems and enter the search for new knowledge under the guidance of teachers.

2. Create conflict situations and let students "ask questions" in "anxiety".

Thinking begins with questions and surprises. The development of students' cognition is an iterative and gradual process of "balance-imbalance-rebalancing" in concept. When introducing new courses, teachers should start from students' cognitive structure, create novel, interesting and challenging problem situations, induce students to think about some problems different from existing knowledge, and make students form cognitive conflicts psychologically, thus breaking the original psychological balance, resulting in "anger" and "anxiety" psychological state and desire to explore new knowledge. For example, when teaching the calculation of cylindrical container volume, we can design such a series of contradictions and conflicts: what should we do if we find the volume of water in cylindrical container? Students will answer that water should be poured into a cuboid container and then measured. The teacher then asked: What is the required volume of cylindrical plasticine? Students will say to knead plasticine into a cuboid before asking. What if you need the volume of a cylindrical iron block? What is the volume of the column at the entrance of the shopping mall? This pushes students to deeper problems. This situation of asking questions from the simple to the deep brings students into the process of actively participating in solving problems, thus stimulating students' strong desire to explore the formula for calculating the volume of cylinders.

3. Create life situations to let students "think" in "fun".

"Ask how clear the canal is, because there is a source of living water." Life is the source of existence and development of mathematics. Therefore, primary school mathematics teaching must be liberated from the abstract and boring form, get out of the pyramid, move towards life and make mathematics alive. For example, in the proportional distribution of teaching, the teacher can design a situation in which two people are in partnership to do business. One person starts to spend 30,000 yuan, and the other person spends 20,000 yuan to run a company. A year later, the company made a profit of 654.38+10,000 yuan. Please help us. How to divide it to feel fair and reasonable? This life case, which is closely related to students, has a strong affinity for students, which suddenly narrows the distance between students and mathematics and makes them actively engage in problem-solving thinking.