Mathematical thinking refers to the spatial form and quantitative relationship of the real world reflected in people's consciousness, which is the result of thinking activities. Mathematical thought contains the essence of traditional mathematical thought and the basic characteristics of modern mathematical thought, which is historically developed. Through the cultivation of mathematical thinking, the ability of mathematics will be greatly improved. Mastering mathematical thought means mastering the essence of mathematics.

The mathematical thinking methods infiltrated in primary school mathematics textbooks mainly include: combination of numbers and shapes, set, correspondence, classification, function, limit, reduction, induction, symbolization, mathematical modeling, statistics, hypothesis, substitution, comparison and reversibility. In teaching, it is necessary to clarify the significance of infiltrating mathematical thinking methods and realize that mathematical thinking methods are the essence and essence of mathematics. Only when students master methods and form ideas can they benefit for life.

Below I will illustrate how to infiltrate these mathematical thinking methods into students with examples.

First, the thinking method of combining numbers and shapes

1. Form first, then number. Primary school students in grade one have just started to learn mathematics, and they begin to know numbers from concrete objects and abstractions from concrete images.

2. Count first and then form. For example, the teaching queue: first-year students line up to do exercises, from front to back, Xiao Ming ranks fifth, from back to front, Xiao Ming ranks fourth. How many people are there in this pair? Pupils can easily add up 4 and 5 and get the wrong result. If students are asked to draw pictures and use "△" to represent the children in line, this problem will be easily solved.

Second, the corresponding ideas

For example, find the quantitative relationship of one application problem with more (less) numbers than another. It's more abstract for second-year students. I designed it like this: there are 8 apples and 6 pears. How many apples are there than pears? Students use learning tools such as ○ and △ instead of apples and pears, or draw a picture to solve the problem.

For another example, the one-to-one correspondence between points on the number axis and real numbers makes the quantitative relationship of abstract content intuitive, concrete and visual, and turns abstruse into simple. At the same time, encourage students' innovation and make them willing to participate in such mathematical activities.