First of all, understand and firmly grasp the relevant basic knowledge. That is, the basic knowledge related to computing power mainly refers to mathematical concepts, algorithms, operational properties, algorithms and formulas. Some calculation rules that are difficult for students to understand often become difficult points in teaching. In teaching, teachers should not be eager for success, but should take helping students master basic knowledge as a breakthrough to disperse and break through difficulties. For example, when teaching the addition and subtraction of fractions with different denominators, students should first understand that fractions with different denominators have different units, but fractions with different units cannot be added or subtracted directly. Knowing this truth, we can guide students to use the knowledge of general points to change fractions with different denominators into fractions with the same denominator, so that the problem will be transformed into the addition and subtraction of fractions with the same denominator.

Second, strengthen practice and basic skills training. In computing practice, strengthening basic skills training is an important step to improve computing ability. In addition, in the calculation practice, students should be helped to sum up some regular things, so that they can skillfully use basic knowledge to calculate and constantly improve their calculation ability. There are also various forms of calculation exercises, and the form should serve the content. However, we should pay attention to the number of exercises to a certain extent. As long as the number is not qualitative, engaging in crowd tactics will be counterproductive. Some students themselves lack the spirit of diligent study, and the calculation itself is very boring and lacks plot. When students encounter a large number of problems, they are prone to resistance and are unwilling to calculate, which will seriously affect students' interest in learning mathematics. In teaching, as teachers, we should simplify the topic, try to find some simple calculation problems and guide students to do profound calculation problems.

Third, cultivate students' good study habits. Good study habits are the guarantee to improve the accuracy of calculation. First of all, students are required to carefully examine the questions when calculating, and don't blindly simplify the operation without reviewing the operation order. Secondly, when calculating, the calculation process should be strictly regulated. When solving problems, students are required to have standardized calculation format, neat writing, neat homework and papers. Even a draft should be written neatly and clearly. When students make mistakes in calculation, they should not only check the calculation process, but also let students find out whether there are any mistakes in the draft.

Fourth, strengthen the cultivation of verbal ability.

Calculation is the basis of estimation and written calculation. Any elementary arithmetic problem is composed of several cross-calculation problems. The correctness and rapidity of oral calculation are directly related to the improvement of calculation ability. When designing oral arithmetic exercises, it is necessary to be targeted, from easy to difficult, and gradually improve, including some simple calculation problems, which is conducive to cultivating students' thinking flexibility.