Adults teach children to count when they can talk. We can see the importance of mathematical knowledge from this phenomenon. From the form of the first-grade mathematics textbooks, there have also been great changes, which are closer to the students' cognitive environment. Open the textbook, just like a cartoon story book. Every class and every exercise can be expressed by a short story, and knowledge is integrated into students' learning, which is closely linked with students' real life. Starting with cultivating students' good study habits and interests, some problems in students' daily life are solved by mathematical methods, and then students' independence, interaction and creativity are cultivated. So, how can we make students willing to study and learn math well? First, cultivate students' awareness of active learning. Only if they are interested in mathematics, learning mathematics well is fundamental. For children who have just entered the first grade of primary school, most of them have received pre-school education, and they are not ignorant of mathematics. So in the first math class, I asked the students to observe the classroom first, let them look for the numbers they can see in the classroom, such as the number of people and desks, and then show the students around the campus to see what numbers there are. Let the students say the numbers related to them, and see who speaks more and speaks well. Let the students feel that there are always several classmates around them, and their lives are full of mathematics, which enhances their interest in learning mathematics. Second, it is children's nature to create a strong learning atmosphere and lively and interesting learning situations. How do children acquire knowledge in play? I arranged and designed many different games and stories according to the different learning contents of each class. For example, in the class of knowing objects and graphics, I asked my children to bring many objects and graphics, and let them introduce their belongings in groups first, and then count them together to see how many objects and graphics there are. This not only makes students understand mathematics, but also lays a good foundation for future classification classes and cultivates children's cooperative learning habits. Another example is: in the class of "Knowing Clock", let students observe the three brothers' different lengths, and then let them put on 12 digital headdress for a simulation performance to give full play to students' imagination. Let them write stories and perform stories, so that students can really gain knowledge through playing. Third, guide students to observe, think and solve problems from different angles. We all know that the answers to many questions in this math textbook are not unique, which requires us to seize the opportunity to encourage students to use their brains and think hard. At first, when I asked: whose method is different? At this time, many students' expressions are blank, so as long as a student can answer questions through thinking at this time, no matter whether he answers correctly or not, I will give corresponding encouragement and praise him as a clever child. What impressed me the most was that when I talked about "9 plus a few", most of my classmates could work out the problem of 9 plus a few to make ten. At this time, a classmate said, teacher, I haven't calculated it like this. Then how did you work it out? I was very happy when he told me the algorithm, so I took the opportunity to say, you are such a thoughtful boy, that's great! Give her the fruit of wisdom. Then, I said to other children: In fact, there are many algorithms. Who can be a clever boy? After this inspiration, students' thinking suddenly became active. Finally, according to the different colors of clothes and socks, they dug deep into the formula, and even some students listed the formula of continuous addition. From then on, every time students ask questions, they can take the initiative to find different ways to solve them. It can be seen that as long as we can seize the opportunity in time and guide it correctly, we believe that children have potential to be tapped. Fourth, cultivate children's life practice ability. Many children will do addition and subtraction within 100 before entering school, but it is not so satisfactory if they are brought into concrete life practice. Mathematics loses its meaning if it can't be effectively linked with life. Therefore, it is also very important to cultivate children's practical ability in mathematics teaching. For example, after learning the lesson of location, let students tell their position in the classroom and know the relativity of front, back, left and right. When you know the knowledge of money, play games to let students buy books or pens with pocket money, so that students can know how much money they have spent, how much money they have left and how many things they have bought. In this way, students have been trained in practice, and mathematics has really integrated into their real life. In a word, mathematics comes from life and is a summary of people's practical experience in production. Teachers should let students know that mathematics knowledge is indispensable in life practice and one of the necessary weapons to transform nature. Educating students to learn mathematics well is to make it more convenient to use in the future and to get a better life.