How to better teach primary school mathematics and how to teach primary school mathematics well?

Mathematics is in life and serves life. Therefore, in the mathematics classroom, teachers should consciously let students learn mathematics and understand mathematics knowledge from the familiar things around them, and according to the characteristics of the teaching materials, stimulate students' interest in mathematics learning, exercise students' thinking creativity, and cultivate students' good thinking quality and reasonable thinking habits.

As a mathematics teacher, we should guide students to grasp the inner connection of knowledge and figure out the connection between old and new knowledge, so that students can be in a happy and relaxed state of mind, and have fun learning and enlightenment.

Due to the limitations of primary school students' cognitive characteristics, their knowledge is relatively narrow, and their life practice is not rich, and it is difficult to accept some theoretical problems. In this way, it not only consolidates the knowledge learned, but also exercises the students' practical ability, so that students know that mathematics is everywhere in life, and mathematics is around them, and at the same time, it also reduces the psychological pressure of students' learning and stimulates students' interest in learning.

Usually, the concepts of mathematics are more concise and the content is also abstract, coupled with the limitations of students' comprehension ability, which objectively increases the difficulty of learning mathematics for primary school students. In fact, there are many mathematical problems that can be solved by creating scenarios. In order to help students learn mathematics better, teachers should provide students with hands-on opportunities and make students feel that hands-on is also a good way to learn.

This strategy is just right for the age characteristics of elementary school students who are active. For example, when teaching the lesson of translation and rotation, in addition to making good use of the activities provided in the textbook, teachers can also design some meaningful activities according to the age characteristics of primary school students. For example, ask students to imagine the eraser as a small turtle and then follow the teacher's instructions to move the rubber turtle to experience the connotation of translation.

For another example, ask students to stand and straighten their right arms and turn left and right to get the sensation of rotating 90° counterclockwise and 90° clockwise. Through the operation, students understand that translation and rotation are congruent transformations, and their common essence is that they do not change the shape and size of the figure.

In short, mathematics classroom teaching is a two-way activity process between teachers and students, a dynamic development process, and a process of information exchange between teachers and students.

Systematic exercises. The steps are clear.

Expand your thinking. Strengthen interest.

Clause. First, students should master the most basic calculations.

Clause. Second, let students practice more and give students time to think.

Clause. 3. Pay more attention to poor students.

Move with emotion, know with reason, explain the method, and pay attention to thinking.

Primary school students have limited cognitive abilities and logical thinking is just beginning, so teaching primary school math is more challenging

1.Try to teach in an intuitive, storytelling way. Elementary school students love to listen to stories. In the first grade, you can start learning numbers, and you can tell some stories about numbers, such as why there are numbers, etc.

2.Try to talk as much as you can about the meaning behind the math. For example, why there are decimals, why there are fractions, and what are the uses of these numbers.

3.In order to deepen students' comprehension and develop their thinking skills, we can give exaggerated examples. For example, if you talk about the shortest straight-line distance between two points, you can give the example of a dog chasing food. It can be said that it is an exaggeration to let the dog run detours, etc.

4. Give examples that are as close as possible to the lives of primary school students.

Teaching math can also be very vivid. FYI!

Teachers and classmates can play games about math.