To cultivate students' thinking ability, we first need to understand and master the internal relationship between various theoretical knowledge, and strengthen this relationship through thinking means. The combination of number and shape can effectively combine theoretical knowledge with concrete practice, concretize and visualize abstract content, study and analyze the essence of theoretical knowledge through the mutual transformation of spatial form and quantity, finally complete the task of solving problems, and also deepen thinking. Therefore, primary school mathematics teachers should use graphics to analyze and solve problems as much as possible in the teaching process. Furthermore, it is to use quantitative relations to transform graphics and solve problems with the knowledge already mastered. For example, when students learn the formula of square perimeter, although there is a formula to calculate the perimeter, in the teaching process, it is difficult for teachers to use the formula flexibly if students are only required to memorize. Therefore, in the teaching process, teachers need to let students learn and master this knowledge flexibly. Because the length and width of a square are the same, there are four methods to calculate the circumference of a square: ① length+length+width+width; ② Width× 2+Length× 2; ③ Length/width × 4; ④ (length+width) ×2. When introducing these methods, teachers can use graphics to explain them, thus speeding up students' understanding, deepening students' thinking and increasing students' flexibility in using knowledge.

(B) the creation of teaching situations

Because it is difficult for primary school students to concentrate on one thing for a long time, teachers need to create appropriate teaching situations in the teaching process to stimulate students' enthusiasm and creativity while promoting their learning and understanding. Students discover, analyze and solve problems through perception, and finally master theoretical knowledge. For example, when introducing geometric figures such as cuboids and cylinders, students will have some difficulties in understanding and mastering because they have no spatial imagination. Therefore, in the teaching process, teachers can use toys such as building blocks to let students know these geometric figures and put abstract theoretical concepts into practice under experience. In this way, students can not only improve their mathematical thinking ability, but also cultivate their spatial imagination and practical ability, and enhance their flexibility and multi-directional thinking.

(3) Strengthen contact with daily life.

All theoretical knowledge comes from daily life. Therefore, in the process of primary school mathematics teaching, teachers can link the teaching content with daily life, on the one hand, it can enrich the teaching content, on the other hand, it can accelerate students' understanding and mastery of theoretical knowledge. For example, when learning addition and subtraction, mom has two apples and dad has three apples, so how many apples do mom and dad have? This can make the problem simple and life-oriented, which is conducive to the cultivation of students' mathematical thinking ability. In the process of primary school mathematics teaching, it is an important teaching task to cultivate students' mathematical thinking ability, which not only improves the teaching level and quality, but also benefits students' future study and life.