The practice of promoting students' thinking development proves that the thinking efficiency of reading is the lowest, that of writing is the highest, and that of speaking is the highest. Many jumps in thinking and breakthroughs in problems are realized in the process of speaking. Thinking and language are closely related. Language is the "shell" of thinking and thinking is the "core" of language. Thinking determines the expression of language, which in turn promotes the development of thinking and makes it more organized. The two are interdependent. People think and express their thoughts by means of language. In mathematics classroom teaching, language is a tool for emotional communication and mathematical thinking between teachers and students. The formation and development of primary school students' mathematical thinking is realized through language. To develop students' thinking, students' language should also develop accordingly.

First of all, teachers should strive to be purposeful, scientific, logical, normative and enlightening in the application of mathematical language. In teaching, teachers should consider the language characteristics of primary school students, touch students' heartstrings with vivid and interesting language and activate their thinking.

Secondly, teachers should provide students with sufficient language training opportunities to cultivate students to express their thinking results in accurate, complete, concise and clear language, so as to achieve the unity of thinking and language expression. Students should always be allowed to write, speak and practice in person, and the accuracy, rigor, logic and demonstration of mathematical language should be hung on students' lips and printed in their minds, so that students can "do it", "use their brains" and "speak", and their thinking can develop to a deeper level. When students answer questions, teachers should not only ask students to answer correctly, but also ask students to clearly express their thinking processes such as comparison, analysis, synthesis, abstraction, generalization, judgment and reasoning in the process of perceiving things, and ask students to speak completely, clearly and accurately, express in logical language, and explain the problems concisely and clearly. This not only cultivates students' language expression ability, but also helps to train students' thinking ability. Therefore, in the process of mathematics teaching, teachers should pay attention to improving students' language expression ability and promoting the development of students' thinking.

Second, the rational use of teaching AIDS to cultivate students' mathematical thinking

The primary school stage is mainly abstract logical thinking, while the thinking characteristics of primary school students are mainly concrete. There is a certain distance between the characteristics of mathematics and children's thinking level, and the means to shorten this distance mainly depends on intuitive teaching. According to the psychological characteristics and cognitive rules of primary school students, teaching AIDS can play a certain role in developing students' abstract thinking ability. Students can externalize the original way of intellectual activities into a hands-on program, and then "internalize" it into the way of intellectual activities of primary school students through this externalization program. However, only the proper use of teaching AIDS can effectively promote the development of students' abstract thinking, otherwise, it is difficult to improve the level of thinking by always relying on teaching AIDS.

Third, cleverly design questions to guide students' thinking

Problems are the key to free thinking and imagination. The emergence of problems can make students have the need and desire to solve problems, which is a factor of learning innovation. Therefore, teachers should carefully design questions, put forward some enlightening questions, stimulate thinking, and maximize the enthusiasm and initiative of students. Only in this way can students' thinking ability be effectively developed. For example, when teaching the calculation of trapezoidal area, students can first recall the derivation process of the triangular area calculation formula they have learned, then show the trapezoidal model, and then ask the students, "Can you deduce the trapezoidal area calculation formula with what you have learned?" This question aroused the students' thirst for knowledge. When I heard the problem, I started to operate it myself. Some drew a picture, some cut it, some spelled it, and cooperated and exchanged. Finally, most students can deduce their own calculation formulas, and students with poor grades also learn knowledge from other students' operations and speeches. Pupils' thinking is open, their interest in mathematics learning is strong, and their desire for independent exploration is satisfied, so that they can learn consciously and experience the joy of learning in the process of knowledge formation.

Fourth, strengthen the guidance of thinking methods and cultivate students' creative thinking ability.

The creativity of thinking is the creative level of intellectual activities. In teaching, we should advocate different thinking, encourage primary school students to explore and innovate, stimulate them to "reprocess" the knowledge they have in their minds, and creatively find unique and simple solutions through "adjustment, reorganization and enrichment", so as to put forward various "ingenious" methods and promote the formation of students' creative thinking.

In primary school mathematics teaching, teachers should also pay attention to teaching students the method of logical thinking. It is necessary to guide students to gradually master the conventional thinking methods for solving mathematical problems, such as observation, comparison, analysis, synthesis, abstraction, generalization, judgment and reasoning, and to cultivate students' intuitive thinking, divergent thinking and divergent thinking, so as to stimulate students' positive emotions of seeking new methods, enable students to better understand and master mathematical knowledge, cultivate students' correct thinking mode and further cultivate students' flexible dialectical thinking ability. From the perspective of individual development, people's thinking from low to high can be roughly divided into three stages: intuitive action thinking, concrete image thinking and abstract logical thinking. The abstract logical thinking of middle and high school students began to sprout. Teachers can promote the development of students' abstract logical thinking and improve their creative thinking ability through various forms of thinking training. Creative thinking is an advanced thinking activity of human beings, which refers to people's unprecedented thinking about the relationship between things and creative thinking. It is a new logical thinking form that breaks away from convention and is the core of creativity. Concentrated on being good at independent thinking, thinking beyond convention, being brave in innovation, and having the characteristics of initiative, seeking difference, divergence and originality.

In short, mathematics teachers should establish a correct teaching concept and cultivate the thinking ability of primary school students to meet the needs of the rapid development of scientific knowledge in the new era. In mathematics teaching, we should strive to create a harmonious and open teaching situation, tap the connotation of teaching materials, connect with real life, stimulate students' interest, seize the favorable opportunity, induce inquiry motivation and improve primary school students' mathematical thinking ability. Teachers should create a vast world, give students some free space, let them enjoy learning, be good at learning, and let their mathematical thinking ability be fully developed in learning.