There are many reading topics involved in primary school mathematics textbooks. If students want to solve these problems, they must have strong understanding ability and examination ability. However, primary school students' mathematical thinking is still in the primary stage, mainly confined to abstract thinking, and students are often in a passive state when learning mathematical knowledge. Therefore, primary school math teachers should organize more reading activities, so that students can subtly accumulate experience in solving problems through reading. For example, when the primary school math teacher is teaching the addition and subtraction of two or three digits, when the students are learning the addition and subtraction of three digits, they can prepare a topic for the students: Xiaohong goes to the supermarket to buy candy, and she finds that there are three kinds of candy bags, one can hold 50, one can hold 100 and the other can hold 150. If Xiaohong wants to buy 2000. This question seems simple, students can think of at least one way to buy, but there are many ways to buy this question, so students must read the question carefully before they can think of all the ways to buy. In the process of reading, we can find that the key to solving the problem is "three kinds of candy bags" Xiaohong needs to distribute bags to buy 200 sweets, and all kinds of bags can be reused. Only by clarifying this idea can students find more ways to buy.

2. Create situational activities and accumulate operational experience.

Pupils have a strong curiosity about all kinds of new things. The more curious they are, the more focused they are. Mathematics teachers in primary schools should combine the characteristics of primary school students and create situational activities according to the teaching content to attract students' attention. For example, when explaining the possibility to students, the math teacher can create a situation of "touching diamonds" for them: a student in the class is selected as a wealthy businessman, and the wealthy businessman has ten stones, one of which is used as a diamond, and these stones are put in a paper box. Then the math teacher selected six students to act as adventurers. They wanted to get diamonds from wealthy businessmen. The main task of wealthy businessmen is to find ways to prevent adventurers from touching their diamonds. Rich businessmen have a chance not to put diamonds, and each adventurer can only touch them once, and the stone he touches is a reward. This activity mainly tests students' understanding of the basic knowledge of possibility. Students who are rich businessmen need not only luck, but also knowledge of probability if they are not taken away like diamonds: the more balls in the box, the smaller the probability that diamonds will be taken away. Therefore, the rich businessman should take away the diamond balls when there are only five balls left in the box, so that he has the greatest chance of winning. At the end of the activity, no matter what the result is, the math teacher should let the students who play rich businessmen explain the operation ideas to the whole class. If the students can tell the essence of the activity, the math teacher will summarize it. If the students don't understand, the math teacher can invite other students to play games until the students know the principle. Through this activity, students can not only improve their mathematical logic thinking, but also accumulate operational experience.

3. With the help of practical activities, accumulate application experience.

The primary school stage is mainly a link for students to master mathematics knowledge with the help of concrete things. Mathematics teachers should fully consider students' thinking habits and make mathematics knowledge concrete with the help of practical activities. Among them, practical activities are the main way to concretize mathematical knowledge. Through practical operation, students can not only exercise their eyes and mouth, but also further cultivate their mathematical thinking. For example, primary school math teachers can design the following activities to help students understand the practical application of math knowledge when teaching "the sum of the internal angles of a triangle": First, math teachers should guide students to draw a big triangle on paper, let students cut the triangle they drew with scissors, and then reduce the three angles of the triangle, so that students can splice these angles into a right angle. Secondly, the math teacher asked the students to measure the degrees of each corner of the triangle with a protractor, add up the measured degrees and observe the results. Through their own hands-on operation, the students found that the sum of the three angles of the triangle is just equal to 180, that is, it can just form a right angle. Through this practical activity, students not only strengthened their practical ability, but also accumulated experience in applying mathematical knowledge. To sum up, in primary school mathematics teaching, the experience of mathematics activities is an important content. Primary school mathematics teachers should attach great importance to the accumulation of students' activity experience in the learning process. Through reading activities, students can subtly accumulate a lot of experience in solving problems; With the help of situational activities, students can accumulate operational experience on the basis of satisfying curiosity; Using practical activities can cultivate students' mathematical thinking and let them accumulate experience in using mathematical knowledge. Therefore, primary school mathematics teachers should constantly use all kinds of mathematics activities in the teaching process, so that students can accumulate more activity experience and further improve the quality of mathematics teaching.