Some primary school students are not interested in mathematics learning, and it is generally believed that mathematics learning is difficult. Now I will sort out the mathematics learning situation of the students I teach as follows, hoping to get specific guidance from all the teachers.

Primary school students are not good at math, mainly because of the following points.

(A) mathematical concepts are not well mastered.

(2) the calculation does not pass.

(3) Application problems cannot be analyzed.

(4) slow speed.

From the above points, I think students have never found a way to learn mathematics, so there are great problems in basic knowledge and skills of mathematics. Now, the students are in grade three. If they don't make up their minds to make up math, math will bring him great trouble in his later study. We don't guarantee that every student can be a top student in mathematics, but I believe that most students can master the most basic mathematics knowledge and gain something in mathematics. To this end, I make the following suggestions:

First, give full play to the role of parents.

1, let's learn math from the beginning.

The students' math is already in a mess. Generally speaking, students' teachers can't do anything about students in this situation. After all, there are 50 or 60 students in a class, so I don't think it's possible to pin all my hopes on the math teacher to improve students' math scores. In this case, parents are the only people who can help students improve their math scores.

Students' poor performance in mathematics, from the students' heart, are also very anxious and have fear of mathematics. After students make mistakes in math problems, parents should never blame them, but treat their math mistakes with a very peaceful attitude. Just like when students are learning to ride bicycles, adults always help students move forward hand in hand, and students make rapid progress. In the same way, we need to help students patiently and calmly in mathematics now, and we can't be a little harsh. Talk to students patiently. Tell the students: Mom and Dad are confident to help you improve your math scores. I'm sure you will improve your math.

2. Parents and children review math together.

After students go home every day, don't rush to do their math homework. Under the guidance of parents, review carefully and let the students say: What did you learn today? you do not get it , do you? What is not clear? Parents help students understand, especially the basic knowledge that should be mastered in textbooks. After reviewing, finish your math homework. In this way, students will not have the pressure to finish their homework, and it will be easier to solve the current math problems.

Second, teachers should teach students to preview new lessons easily.

By previewing the new curriculum, students can review and master some old knowledge, get a preliminary understanding of the framework and network of knowledge, and lay the foundation for completing the knowledge transfer from old to new, from shallow to deep, from simple to complex, from concrete to abstract. Students have a certain understanding of what they want to learn, internalize some easy-to-understand and interesting contents, and have doubts and questions. In class, students ask questions and teachers and students discuss them together. Stimulate students' interest in learning and desire to solve problems, make lectures targeted, and make psychological preparations for mastering new knowledge. Enhance students' confidence in learning mathematics. The guidance of mathematics preview method can be divided into the following four steps.

1. Read through the math content, circle the knowledge points and understand the main content. This process is mainly aimed at conceptual mathematical knowledge.

2. Read the content carefully to understand the main mathematical knowledge. This is the main part of the preview. After students have a certain understanding of mathematical knowledge, they should be instructed how to "digest" this knowledge.

3. Intensive reading of difficult contents, thinking and marking doubtful points are important parts of math preview. Preview is not equal to self-study. For the difficulties encountered in preview, students should be encouraged to try their best to understand knowledge through their own thinking and analysis, and it is not necessary to solve them in preview. Finding problems is the key to preview.

4. Try to practice and test the students' preview effect. Students have initially understood and mastered new mathematics knowledge through their own efforts, so students should test their preview effect by doing exercises or solving simple problems.

Through preview, the student has mastered some new knowledge and gained some sense of success, which makes him want to show his learning achievements. So students are willing to take math classes. When the teacher asks questions in class and he answers correctly, he will have a great sense of accomplishment. Tasting the happiness of success in preview will make him learn more happily and actively.

Third, practice calculation and enhance confidence.

Students' calculation is really a big problem. The main contents of grade one to grade three calculation are:

The first volume of senior one: master carry addition and subtraction without abdicating within 20 years.

The second volume of senior one: mastering abdication subtraction within 20 and 100 has been simply added and subtracted.

The first volume of the second day of the second day: the addition and subtraction within 100 will be calculated vertically; Skillfully and flexibly use multiplication formula.

The second volume of grade two: master the division in the table; Addition and subtraction within 10 thousand

The first volume of the third grade: addition and subtraction within 10 thousand (vertical); Division with remainder; Multiply multiple numbers by one number; A preliminary understanding of the score, simple calculation (denominator is the same)

The third book: divisor is the division of single digits; Two digits multiplied by two digits; Have a preliminary understanding of decimals, and can simply add and subtract. According to the above contents and students' learning characteristics, arrange appropriate exercises. During the practice, students will make mistakes. Carefully analyze the reasons why students make mistakes. If necessary, let the students say what you think. It is estimated that students have some problems in mastering the calculation method. Therefore, students should master the correct methods before practicing.

Fourth, apply mathematics in life.

The application problems of grades one to three mainly include the following contents:

The first volume of senior one: I can solve the problem of simple graphic application of addition and subtraction.

The second volume of senior one: I can solve the problem of simple graphic application of addition and subtraction; Know RMB

The first volume of the second day of junior high school: I can solve simple two-step application problems of addition and subtraction graphics.

The second volume of senior two: I can solve simple two-step application problems of adding and subtracting graphics and simple one-step application problems of multiplication and division.

I can solve the simple two-step application problem of multiplication and division.

Starting from the most basic one-step application problems, such as summation, difference, multiple solutions, inclusion of two numbers, etc., classification training. You can sort out the basic application problems that students have learned. Let the students master the characteristics of each basic application problem. This kind of application problems can be used in life. For example, when a student is 8 years old, his mother is four times as old as the student. How old is his mother? Whatever you see, turn it into an application problem. If one wire is 9 meters long, how many meters are eight wires?

Train two more application problems. Students can start with the problem and find out the middle problem. For example, there are 45 students in Class One, Grade Three, five more than Class Two. How many students are there in Class Two? Let the students think about it. How many people are there in the two classes? Is to find out the number of people in class one and class two and add them up. The number of people in class one is known, so the key is to find the number of people in class two. Find the number of two classes and the intermediate questions. You will find the middle problem, which is also the basis for learning multi-step application problems in the future.

Fifth, let students grow up with encouragement.

Rome was not built in a day. If students want to make significant progress in mathematics, they can't solve it overnight, nor can they make essential changes in a month or two. Moreover, in this process, students may repeat. In other words, "I mastered it a few days ago and forgot it these days." Teachers and parents must not be angry at this time. As long as students are still working hard on their attitude, they will continue to do it. Encourage students more, let them see their progress, and try not to let students compare with other students horizontally.

Parents should always remind themselves that as long as we work together, we will succeed.