1, the main position of mathematics education is in school, but some knowledge can completely go out of school. For example, when teaching "Interest", I briefly introduced some knowledge and then organized students to go to "Ding Suo Credit Union" and "Ding Suo Post Office" for investigation. Through the investigation, students not only know the relationship among principal, interest rate and interest, but also know that the deposit period is different and the interest rate is different, and they know that the storage time should be chosen according to the actual situation. Students have found a strategy to earn more interest through calculation, which makes them deeply realize the importance of mathematical knowledge in daily life, realize that knowledge comes from practice, and at the same time make them educated in financial knowledge.

2, simulation performance-mathematical problems in life. It is very attractive for students to turn the podium into a stage and let students be actors. Teachers can be directors according to teaching needs, create performance situations and make math problems come alive. For example, when teaching "Yuan, Jiao and Fen", I designed to stage a "life drama" in the classroom: the teacher asked a student to go to the "store" to buy six pencils, and the "salesman" told him that a pencil cost 20 cents, one student took out the right money to buy it, and the other student took out 2 yuan money and asked the "salesman" to give accurate change. In this way, students not only have a full understanding of the elements, angles and points in the classroom, but also learn the etiquette between salespeople and customers, which makes the classroom full of vitality.

3. Hands-on operation-action of mathematical problems. Hands-on operation is the best way to internalize knowledge, which has at least two teaching effects: one is to "enlighten wisdom" and make students ingenious; The second is "understanding", which makes students deeply understand. For example, when teaching "Understanding of Cuboid and Cube", I usually guide students to fully grasp the characteristics of cuboid and cube from point to surface and from part to whole through specific actions such as watching, touching, comparing, measuring and calculating. In this way, students can operate in thinking, think in hands, and "internalize" the operation process into thinking through language, thus developing thinking.