Observation is the most basic and important means and method to cultivate students' innovative thinking ability. This is because primary school students' understanding of mathematics begins with perception. With sufficient perception, they can form rich representations, expand associations, gain some insights and acquire knowledge. Therefore, in primary school mathematics teaching, teachers should pay attention to creating observation conditions for students, guiding students to observe carefully and providing students with rich perceptual materials.

For example, when teaching the problem of why the wheels are designed to be circular in the course of "Understanding the Circle", animation is used to simulate the three situations that the wheels of the car driven by the little monkey are square, oval and circular respectively, and musical effects are provided for students to pay attention to observation and the teacher to induce them in time, so that students can choose which car to ride comfortably through observation and comparison. Which car is uncomfortable? Why? By creating a situational experience that allows students to be immersive, students can easily understand this problem and lay a good foundation for students to develop innovative thinking.

Stimulate students' innovation from asking questions

Einstein said, "It is more important to ask questions than to solve them." In fact, students who love to ask questions are all good at positive thinking and creation, and primary school students have strong curiosity and thirst for knowledge.

Teaching practice tells us that protecting and stimulating students' curiosity and thirst for knowledge, and letting students learn to question and ask difficult questions, from doubt to doubt, are effective ways to mobilize students' enthusiasm and creativity in learning mathematics and improve their learning ability. Therefore, "doubt" is the beginning of thinking and the basis of innovation. Therefore, in teaching, we should make full use of modern teaching methods, create problem situations, encourage students to question and ask difficult questions, and thus cultivate students' innovative ability.

For example, when teaching "the sum of the internal angles of a triangle", some students asked whether the sum of the internal angles of a triangle must be 180 degrees. At this time, the teacher is not in a hurry to give the students answers, but guides the students to cooperate in groups and study together. Draw triangles on different objects, and the sum of internal angles is not 180 degrees. The bigger the ball, the greater the sum of the inner angles of the triangle. It is in this process of free questioning and discussion that students put forward unique and innovative ideas.

Stimulate students' innovation from experiments

Experiment is an important part of primary school mathematics. It is an important foundation, content, method and means of primary school mathematics, an important way for primary school students to experience and explore new knowledge, and also a bridge and link for cultivating students' innovative ability in primary school mathematics teaching.

For example, when teaching the knowledge of "drawing a circle with compasses", the teacher requires students to master the method of drawing a circle on paper first. Then ask: Can you draw a big circle on the playground? Students actively think, discuss and simulate. After the students give positive feedback, they use the computer to present an animation: a classmate piles, pulls wires and turns around on the playground, drawing a big circle. Then, the teacher induces the students in time: Think about whether there is any other better way? Please try it after class. Through skill practice, students can apply what they have learned, thus obtaining a more stable knowledge structure.