In the classroom teaching of this course, Mr. Wang attaches great importance to the infiltration of mathematical thinking methods. This infiltration is ever-present and subtle, which enables students to learn the research methods of mathematical problems, expand their thinking and lay a good foundation for future study.

For example, when communicating before class, the teacher did a magic trick and asked the students to guess what the result would be and what would happen. Students have speculated that the rope may become an airplane, parachute or rope. Therefore, the teacher fully affirmed the students: guessing is a good way to learn mathematics.

For example, when students were studying the length of 1mm, they guessed, observed, searched and began to draw, and then they came up with the idea that the length needed to be unified, which led scientists to sum up and specify how long a millimetre was after research and thinking. The teacher also affirmed the students' research methods and praised the students for "thinking like scientists".

Another example is: After students feel the length of 1mm in real objects, they use gestures again. Some students are inaccurate. What should they do? The teacher took a card with the thickness of 1 mm, measured the length of the students' ratio, verified it, and asked the students to verify each other. In the small details, the mathematical thinking method of guessing, calculating and verifying is infiltrated.

For another example, the teacher's courseware shows the information about millimeters collected on the internet, so that everyone can read and understand the use of millimeters in life. At the same time, students can also investigate online after class and collect relevant information. Infiltration learning knowledge is not limited to textbooks and classrooms, but can also be obtained through various channels to teach students more learning methods and cultivate their learning ability.