First, using information technology to stimulate interest in mathematics According to the law of physical and mental development of primary school students, they are curious, active, interested in short time and poor persistence, which often affects the classroom learning effect. Therefore, how to grasp students' hearts and stimulate their interest in learning is a problem that every teacher should seriously consider. The use of information technology can just solve this problem. Multimedia information technology has concrete image, dynamic and static combination, sound and emotion, and students are very interested. In primary school mathematics teaching, the use of information technology can increase questions and suspense for primary school students, and stimulate their enthusiasm for actively acquiring knowledge. Therefore, the proper use of multimedia information technology can turn abstract into concrete, solve the problems that teachers can't explain clearly and students can't understand, so as to effectively realize intensive lectures, highlight key points, break through difficulties and improve teaching effect. For example, when teaching the comparison of the perimeter and area of a rectangle, my teacher designed such a courseware: a line segment slowly forms a rectangle, and then the four sides of the rectangle flash to indicate the perimeter, and then a rectangle is displayed, and the whole rectangle flashes to indicate the area. Students intuitively understand the meaning of perimeter and area. At this time, teachers don't need more words, they just need to use multimedia to silently convey teaching information, and show the contents that are difficult to express clearly, vividly and vividly in front of students. Students are interested in this kind of teaching, and naturally learn well and remember well.

Second, using information technology to promote the understanding of mathematics is characterized by abstraction and generalization. According to the age characteristics of primary school students, they have little perceptual knowledge and weak abstract thinking ability, but they are easy to accept intuitive things. Taking advantage of this feature, the rational and appropriate use of multimedia in teaching can not only strengthen intuition, but also help abstract generalization, increase the interest of the subject, effectively avoid students' weariness of learning, and reduce students' excessive learning burden. It plays an important role in optimizing primary school mathematics classroom teaching and improving teaching effect.

Third, the use of information technology to strengthen practical teaching. Using information technology to teach and let students participate in the practical operation of teaching activities can promote the internalization of knowledge. According to the characteristics of primary school students, in order to let students really master what they have learned and develop intellectual skills, only by actively participating in teaching activities and the thinking process of acquiring knowledge can we promote the optimization of classroom teaching. Audio-visual teaching can make students move their eyes, listen, do, think and speak organically, so that students can participate in the whole teaching process and obtain better teaching results. For example, in the lesson of "area of parallelogram", when converting the area of parallelogram and rectangle, let students do it by themselves as required. Some students still don't fully understand the conversion process through operation. In order to break through this difficulty and give full play to the advantages of audio-visual education, we demonstrate the process of cutting, spelling and moving through audio-visual media animation in the teaching process, and then compare the audio-visual media before and after the conversion, so that students can clearly understand the conversion process and make use of multimedia media for teaching and production.

Fourth, using information technology, skillfully break through the important and difficult points in teaching. Some contents in mathematics textbooks are boring and abstract, which is difficult to understand. Although the teacher is thirsty, the students still don't know why. In teaching, audio-visual media can be used to make the abstract content in the teaching materials and the teaching difficult, so as to mobilize students' senses to perceive knowledge to the maximum extent, thus enhancing the intuition, vividness and visualization of mathematics teaching and creating a clever breakthrough for solving problems. For example, when I was teaching "Understanding Cubes and Cubes", through the animation demonstration of the audio-visual media, students could witness that one side of a cuboid or cube could completely overlap with the opposite side by moving, thus drawing the conclusion that the opposite sides of a cuboid or cube were parallel and equal. This not only strengthens the key points, breaks through the difficulties, but also helps students master the knowledge. Using audio-visual media to show abstract content to students intuitively and vividly with dynamic effects, the difficulties in learning are also imperceptibly solved. Five, the use of information technology, close to life to teach mathematics knowledge from life, but also applied to life. Mathematics also comes from life and is applied to life. Learning without life will become water without a source and a tree without a root. Showing students some practical problems in life through multimedia-assisted teaching can greatly stimulate students' interest in exploring knowledge. In the usual teaching process, we will find that students are very fluent in solving book problems, but they are helpless in solving some practical problems in life. What is the reason? As long as we think deeply, we will find that the main responsibility for this phenomenon lies with our teachers, who "purify" knowledge excessively while teaching and ignore the relationship between knowledge and life.

In the new curriculum concept, it has always been emphasized that teaching is based on students' development and thinking training is the core. In today's information age, mathematics teachers should combine information technology with mathematics teaching on the basis of abundant information resources, provide a good learning environment for primary school mathematics teaching, truly establish students' dominant learning position in the classroom, and truly realize autonomous learning, inquiry learning and cooperative learning advocated by the new curriculum.