Mathematics is a science, a culture and a language. 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. As an important activity in human social life, reading is the main means for human beings to acquire knowledge and an important way to know the world. Mathematics reading is a learning activity in which students construct mathematical meanings and methods by reading mathematical materials according to their existing knowledge and experience. It is an important way for students to actively acquire information, knowledge, develop mathematical thinking and learn mathematical language. With the rapid development of science and technology, especially information technology, people are required to have not only the reading ability in Chinese and foreign languages, but also the reading ability in mathematics. First, create a situation to stimulate reading interest. Psychology believes that interest is the tendency of psychological activities, the internal motivation of learning and the key to developing intelligence. With interest, students can have a strong thirst for knowledge and take the initiative to learn. Whether you are interested or not, the effect of reading is very different. Reading with certain questions can make students change from mechanical reading to meaningful reading. Therefore, in mathematics teaching, teachers must create problem situations and stimulate reading interest according to the characteristics of textbooks, students' age characteristics and personality characteristics, taking textbooks as the carrier and language training as the main content. Before students read, teachers can create some problem situations with appropriate difficulty to induce and maintain students' interest in reading. When creating problem situations, we should pay attention to the incisive, specific, targeted, novel, interesting, appropriately difficult and enlightening problems. We can set up suspense by presenting the phenomenon that conflicts with students' original knowledge; Or provide several contradictory schemes and solutions, so that students have cognitive conflicts, stimulate students' curiosity and thirst for knowledge, and stimulate students' interest in reading. Second, strengthen guidance and master reading methods. With the increase of literacy and the accumulation of reading experience, the reading comprehension ability of primary school students is also improving. Moreover, in middle and senior grades, you can generally master some reading methods spontaneously. However, they often can't consciously use these methods to improve the effect of reading learning, and they can't choose appropriate reading methods according to the characteristics of mathematics textbooks, which are in line with their own cognitive development level. This requires teachers to give scientific and clear guidance. Instruct students to read mathematics. As a teacher, we should grasp the principle of "inspired by anger and guided by camera". (1) Outline method is to divide a group of learning materials into several small units, sort them through simplified coding forms, and summarize the basic laws and principles of mathematical knowledge, so that the overall level and structure of knowledge can be seen at a glance, which not only deepens understanding, but also facilitates memory. In the guidance, we should start with the whole reading, sentence analysis, brief summary and other links, focusing on guiding students to obtain the meaning expressed in words in an orderly and accurate manner, and express the obtained meaning in appropriate language. (2) The description of concepts, properties, laws, formulas, problem-solving methods and operation steps in the mathematics textbooks with the method of speaking like a book is often more rigorous and logical because of its own characteristics. Therefore, under the premise of reading, we should repeatedly scrutinize its words and expressions to help students gradually understand the conditions for the conclusion to be established and accurately grasp the connotation of the conclusion. (3) The mathematical knowledge of mastering the law is interrelated, and there is always some internal consistency between the old and new knowledge. This is directly related to the formation of students' cognitive structure. When reading and studying, we should be good at understanding new knowledge from the height of general principles, grasping new materials from the perspective of knowledge system, thinking thoroughly, avoiding superficial impressions of a few words, reducing the blindness of thinking, and truly understanding the strict logical relationship contained in textbooks, so as to improve the understanding level, enhance the flexibility of solving problems, and promote the transformation of learning methods from one-way planarization to multi-dimensional. Third, timely feedback to promote mathematical communication. Math educator Stolyar believes that math teaching is also the teaching of math language, because math language is the carrier of math knowledge and math thought, and math knowledge and math thought will be expressed through math language, and finally understood, mastered, communicated and applied. In particular, mathematical language is a necessary condition for effective mathematical communication. People's daily communication is mostly carried out with the help of natural language, but there are great differences between mathematical language and natural language. It is a language that uses symbols to express the relationship between various quantities, the change of quantities, the deduction and calculation between quantities. It is precise, simple, universal and abstract. Because of these characteristics, it is necessary to strengthen the study of mathematical language, enrich students' mathematical vocabulary and cultivate students' correct understanding of mathematical language expression. The carriers of mathematical communication are mathematical reading and mathematical language, which play an extremely important role in both learning and using mathematics. After reading and learning, guide students to actively exchange views with teachers or classmates and explore the truth and falsehood with their own experiences and questions in reading. In this process, on the one hand, teachers should strive to create a situation conducive to emotional exchange and information exchange between teachers and students, and mobilize all students to discuss with each other; On the other hand, it is necessary to guide the communication to develop in depth: when students flash their incisive opinions, they should catch them in time and affirm them; When there is an error or one-sided understanding, it should be corrected or supplemented in time; When thinking is stagnant, new cognitive conflicts should be triggered in time ... In short, teachers should be good at grasping opportunities and give full play to their leading role, so that students can truly experience the collision of thinking and the confrontation of wisdom in communication. In teaching, we should pay attention to providing students with opportunities for multi-directional communication, so that harmonious atmosphere, successful experience and competitive mechanism can encourage students to actively seek knowledge and develop, and mathematics can be used as a tool for information exchange. Feedback reading information in time. Teachers can strengthen information exchange by asking questions, practicing and discussing with each other to check the reading effect. Find problems at any time to make the guidance more targeted. Fourth, optimize the process and improve reading skills. The process of mathematics reading should be a positive thinking process. Teachers should arrange reading time reasonably according to different reading tasks and nature. Too long a time will affect the teaching progress and is not conducive to the cultivation of students' good reading habits. If the time is too short, students will have no time to think and reading will become a mere formality. Let students read, let them think while reading with questions, and let reading get twice the result with half the effort. Mathematics reading can't be browsed only by eyes, but must be fully coordinated with eyes, mouth, hands and brain. (1) Read fluently. Mathematics reading is different from reading novels. You can know the story by browsing quickly. Mathematics reading needs to chew mathematical concepts, formulas, laws and other knowledge repeatedly to understand accurately. (2) reading should be done. The combination of reading and writing and the use of hands and brains can promote the development of thinking and is an important way to improve reading efficiency. Writing can accelerate the strengthening of memory, and paper-and-pencil calculus can encourage students to think actively, which is conducive to the assimilation and adaptation of knowledge. The first is to draw a circle. Teach students to express different meanings with various symbols, so as to strengthen the focus and key of reading and achieve independent reading, understanding and mastering. The second is hands-on operation. Guide students to practice while watching the content, and gain new knowledge and in-depth understanding through cutting, spelling, folding, measuring, swinging, drawing, observing, comparing and experiencing; The third is writing practice. Read the script, try to calculate and verify the reasoning; Practice after reading to form skills; Read again after practice, reflect on mistakes, sum up experience, review and internalize, and change "thick" into "thin" (3) Use your head when reading. Thinking is the recognition and processing of reading text information input into the brain. You should think when reading. Students should be guided to read and think according to the syllabus and thinking problems designed by teachers, and use the existing knowledge, experience and thinking methods. In particular, we should carefully choose words for key and difficult contents, chew and understand the connotation of mathematical language, explore and understand the ins and outs of knowledge, understand the reasoning and ideas of examples, and form our own opinions. Fifth, expand the content and cultivate reading habits. Textbook is the carrier of the basic knowledge of mathematics, and it is undoubtedly the main content of mathematics reading. By reading textbooks, we can not only learn knowledge, explore laws and exercise our thinking, but also perceive infinite mathematical beauty through mathematical figures and laws. In addition, as a popular reading material for extracurricular mathematics (including mathematics history, mathematics learning methods, interesting mathematics and mathematics lectures, etc.). ), a guide to primary school students' mathematics learning and journals of mathematics and natural sciences, are also indispensable reading materials for broadening their mathematical horizons and developing their mathematical thinking. Expanding reading content and cultivating good reading habits can make students improve their reading ability quickly. On the basis of understanding, practicing and training can improve students' reading speed, thus saving learning time and improving learning efficiency. Let students form the habit of reading, pay high attention and mobilize the energy of thinking. (1) Guide students to ask questions in reading. "Learning is expensive and knowing doubts, small doubts are small, and big doubts are big." The process of asking questions is a process in which students gradually understand questions, and it is also a process in which thinking ability is developed and self-learning ability is improved. Students are required to learn to find, ask, analyze and solve problems in reading. Asking questions makes students observe more carefully, gradually improve their ability to find problems and make their natural thinking more thorough and profound. Over time, when reading, students will also grasp the key points and ask more why, and the profundity of thinking will be cultivated. This is also the case. Asking questions enables students to learn creatively, which is conducive to cultivating students' creative thinking ability. (2) Guide students to compare in reading. Comparison can make students give full play to their subjective initiative, make students contact with the old and the new, realize the positive transfer of the learning process, and achieve the purpose of drawing inferences from others. Comparison is varied, which can be the comparison of similar topics or the comparison of old and new knowledge. The commonly used comparison methods are seeking differences in similarities and seeking common ground in differences. Let students understand that many old knowledge can help us solve new problems in the process of learning and teaching by seeking common ground while reserving differences. By seeking common ground while reserving differences, students can realize that although mathematical problems are ever-changing, there are many problems with the same laws and a lot of knowledge with internal relations.