Mathematics teaching is carried out in the process of "putting forward problems → analyzing problems → solving problems". Through timely and appropriate presentation, teachers make students know the art of finding and asking questions, gradually cultivate students' problem consciousness and innovative spirit, and ensure students' enthusiasm, initiative, systematicness, effectiveness and durability in learning mathematics. Although problem design has attracted the attention of every teacher, there are still some cognitive deviations, and there are still many vague and ineffective phenomena in problem design: some problems designed by teachers deviate from the focus of teaching content, or are limited to low level and become a mere formality; Some teachers' questions lack the challenge of thinking, so students can easily get answers and have no interest and desire to explore; Sometimes the questions designed by teachers are chaotic and complicated, and students don't know how to answer them. On the other hand, due to the restriction of traditional teaching methods and the influence of exam-oriented education, the exercises in primary school mathematics textbooks are basically designed to let students understand and remember mathematical conclusions. In this case, students have a tendency to replace rote learning and intellectual activities with mechanical methods in the learning process, which greatly obliterates students' innovative ability. Teachers' questions should be clearly targeted.