Mathematics in the lower grades of primary school is an important subject to lay the foundation in compulsory education, and it is important to let students master certain basic knowledge and skills of mathematics. In the teaching process, teachers should give students the opportunity to explore actively, and change "receptive learning" into "creative learning", so that students can acquire new knowledge in the process of observation, operation, discussion, communication, speculation, induction, analysis and arrangement, and gradually improve their ability to analyze, induce and solve problems according to the principle of step by step. Below, I combine my own 18 years of teaching experience to talk about three superficial understandings and experiences on how to let students explore and learn independently in mathematics teaching in lower grades of primary schools.

1. Giving full play to the emotional role of teachers and students and inducing learning motivation is the premise of autonomous inquiry learning.

Classroom teaching is a bilateral activity between teachers and students. The teaching process is not only a process of imparting knowledge, but also a process of emotional communication between teachers and students. In primary school mathematics teaching, teachers can explore emotional factors from the following four aspects, so as to promote students' pursuit, desire and satisfaction of mathematics knowledge learning and promote their understanding of mathematical laws.

(A personal experience, so that students have a desire to learn.

Teachers should combine students' daily life reality, make full use of various opportunities, and constantly educate students about the importance and necessity of learning, so that students can clearly understand the purpose and significance of learning and see the actual value, thus inducing their learning motivation. In the teaching process, through life examples, we can understand what practical problems the knowledge can solve, let them feel that there is mathematics everywhere in life, experience the importance of mathematics learning, and stimulate and cultivate correct learning motivation. For example, when I teach rectangular area, I first take students to the school basketball court and measure the length of the basketball court myself. How many meters wide is it? Multiply the length by the width to get the area of the basketball court. Through on-site operation, let students have some perceptual knowledge about rectangles and squares, so as to sum up by themselves: "The area of a rectangle is equal to the length multiplied by the width". In this way, students can experience that mathematics knowledge is closely related to real life through their own personal practice, so as to gradually realize the importance of learning, have fun in exploring mathematics knowledge and enhance their enthusiasm for learning.

(B) establish a good relationship between teachers and students, so that students can truly accept teachers.

In the teaching process, the communication between teachers and students mainly depends on language. In junior high school mathematics teaching, teachers' language should not only be accurate, clear and concise, but also be kind, natural, childlike, emotional and inspiring. As a teacher,