1, a comprehensive and in-depth understanding of students' abilities. Only when teachers have a comprehensive and in-depth understanding of students can they carry out their work with a clear aim. If education is to achieve results, we must understand and study them. Teachers should have keen and meticulous observation ability. On various occasions, teachers can understand students' inner world through their expressions, actions, gestures, language and other external manifestations, so as to enlighten and educate them in a targeted manner. A comprehensive and in-depth understanding of students is the premise and key to improve students' quality in an all-round way, and it is also the basic ability in the structure of teachers' professional ability. In the process of understanding students, teachers should observe and analyze with dialectical, objective and developing eyes, overcome one-sidedness and subjectivity and persevere. 2, the ability to carry out ideological and moral education. Mathematics teachers in primary schools should make teaching choices according to the characteristics of mathematics subject, combined with students' age characteristics and acceptance ability, and carry out ideological and moral education for students. In teaching, we can clarify the extensive application of mathematics in daily life and production construction, stimulate students' interest in learning mathematics, and continue to carry out learning purpose education; We can use vivid, educational and convincing data, statistics and some historical materials to educate students on their love for the motherland and science. Through the teaching of the relationship between concepts such as addition, subtraction, multiplication and division, product and quotient, direct proportion and inverse proportion, students can be inspired by dialectical materialism. In teaching, we should also pay attention to cultivating students' serious, strict and diligent learning attitude, the spirit of independent thinking and overcoming difficulties, and the study habits of careful calculation, neat handwriting and conscious inspection. 3. Ability to learn curriculum standards and textbooks. Textbooks are the concrete embodiment of curriculum standards and the main basis for teachers to teach and students to learn. According to the requirements of curriculum standards, primary school mathematics teachers should grasp the system, structure, content, key points and difficulties of textbooks, be familiar with the ins and outs of each knowledge point and its position in the whole set of textbooks and even the whole set of textbooks, and plan the specific education, teaching objectives and contents of each semester, unit and class hour according to students' physical and mental development, cognitive law and actual intelligence level. Teachers should have the ability to handle teaching materials independently. In order to meet the requirements of curriculum standards, they can supplement and adjust some teaching contents according to students' actual acceptance ability, design a reasonable teaching process according to teaching contents and requirements, choose appropriate teaching methods and adopt effective teaching means, and creatively transform the knowledge structure of textbooks into students' good cognitive structure, so that teaching activities can be accurate in concept, focused, difficult to break through, knowledgeable and well-trained. 4. Classroom teaching Primary school math teachers complete their education and teaching tasks through classroom teaching. Effective classroom teaching depends on teachers' superb classroom teaching ability, which comes from teachers' comprehensive quality. Therefore, classroom teaching is the concentrated expression of teachers' professional ethics, cultural and scientific knowledge, professional ability, psychological quality and teaching art. In actual classroom teaching, some classrooms are lively, colorful and fascinating, while others are boring, listless and boring. The reason is not only related to the design of teaching plans, but also related to teachers' teaching literacy and teaching level. 5. Ability to organize extracurricular activities in mathematics. The content of mathematics extracurricular activities should be rich and colorful, which can be appropriately deepened and broadened by combining some contents of mathematics textbooks, introducing some mathematical thinking methods by combining some mathematical knowledge, introducing mathematical historical materials and mathematicians' stories by combining relevant contents, carrying out practical operations, conducting social surveys, collecting data and statistics, analyzing various phenomena and facts in life, answering interesting mathematical questions and playing mathematical games in combination with teaching requirements. Guess math riddles, sing math songs, walk math mazes, hold math art parties, etc. Organize math interest groups, hold math competitions, and establish math gardens. The scale can be individuals, groups, classes, grades or the whole school. Teachers should organize students according to their actual situation, meet their interests at different levels, enrich their spiritual life and campus cultural life, and promote their healthy physical and mental development. 6. Teaching, research and scientific research capabilities.