Mathematics reading ability is a kind of ability to understand knowledge, which not only embodies the ability to understand the topic of mathematics homework at the moment, but also embodies the ability to understand the potential expression of mathematics knowledge at the moment, thus reducing the misunderstanding of students' rote memorization and formula setting, allowing students to integrate into mathematics, follow the introduction of textbooks and the guidance of teachers, and learn to "understand mathematics". The following is the evaluation and analysis of mathematics teaching that I have compiled for you. I hope you like it!

Evaluation and analysis of mathematics teaching 1

Mathematics is a very rigorous subject. In teaching, our teachers often pay too much attention to teaching logic and knowledge, which leads to depressed classroom atmosphere, boring students and low teaching effect. However, it is very difficult to have a good math class and make students listen interesting and learn easily. It is very important for teachers to guide at the beginning of class. If the beginning of the class is well introduced, it can highly stimulate students' knowledge and interest in learning, achieve twice the result with half the effort, and make the whole class very active. So how to import it to achieve such an effect?

I think it's best to be close to the life of primary school students, start with some examples around us, or set some questions, quote some figures, or adapt some interesting math stories, and then teach them, so that students can understand them easily, stimulate their interest in learning, and make the whole classroom teaching effect excellent. Our school has opened an open course of subject teaching. We were lucky enough to listen to a math class given by Song Xiaoping, and her wonderful introduction aroused the students' interest at once. Originally a boring math class, it was asked to bring students into a magical realm with beautiful and natural language. Throughout the class, the students' mood is high, the problem-solving is targeted, and they have a sense of accomplishment, and the teaching effect is quite good. At the same time, the whole class is very active and the teaching effect is good. The classroom atmosphere is relaxed, and before you know it, a class is over, the teaching task is successfully completed, and the students' learning enthusiasm is also very high.

Our mathematics comes from life and is used in colorful life. Maybe different teachers introduce mathematics in different ways, such as being good at questioning, being fond of induction, and being accustomed to going straight to the point ... It can be said that "different people have different opinions, but learning mathematics will eventually return to life to solve some practical problems in life, so the closer we are to our real life in teaching, the easier it is for students to understand and comprehend. Of course, our teaching. Solving practical problems is no longer led by teachers, but students should pay attention to students' words and sentences and regard themselves as one of the students. In this way, the teaching process of solving problems can be adjusted at any time according to students' autonomous learning, and follow-up teaching activities can be designed and organized, which can effectively promote the reform and innovation of mathematics problem teaching, improve the quality of solving problems for primary school students, and give full play to its theoretical value and application value.

Evaluation and analysis of mathematics teaching II

With the deepening of teaching reform, people are more and more aware of the importance of students' mathematical reading comprehension ability. Training students' reading comprehension ability can reduce the probability of misunderstanding when dealing with the meaning of mathematical concepts and homework topics, improve students' ability to understand knowledge points according to circumstances and develop students' comprehensive mathematical skills. According to the development level of primary school students' understanding, this paper briefly expounds the methods of improving primary school students' mathematics reading. The improvement of mathematics reading comprehension ability is sometimes more helpful to students' life than mathematical calculation. Mathematics reading ability is a kind of ability to understand knowledge, which not only embodies the ability to understand the topic of mathematics homework at the moment, but also embodies the ability to understand the potential expression of mathematics knowledge at the moment, reducing the misunderstanding of students' rote memorization and formula setting, allowing students to integrate into mathematics, follow the introduction of textbooks and the guidance of teachers, and learn to "understand mathematics".

First, the significance of reading comprehension in primary school mathematics teaching

Mathematics contains a lot of language knowledge besides symbols with computational significance. Improving primary school students' mathematics reading ability is to lay the foundation for their lifelong learning. All knowledge is inseparable from the spread of words. When learning knowledge and culture, reading comprehension plays an important role in the process of knowledge transmission. For example, the teacher explained the meaning of "addition". Addition is the calculation process of combining two or more numbers or quantities into one number or quantity. These conceptual knowledge related to the essence of mathematics need students to understand well in order to understand the meaning of mathematical expression in class. Abnormal condition is the stage of unbalanced intellectual development of primary school students, and students cannot be simply divided. I believe that every student can understand the meaning of mathematical expression without the training of mathematical reading skills. Simply and rudely giving "stupid" comments to students whose reading comprehension ability develops slowly will consume students' initiative in learning mathematics.

Second, strengthen the methods of primary school mathematics reading

(A) to improve teachers' understanding of mathematics reading

Traditional primary school mathematics education has always been based on calculation, and students' mathematics reading ability has not been developed. This teaching mode is not conducive to the development of students' comprehensive level of mathematics. Teachers should improve their understanding of reading comprehension in mathematics teaching. According to the psychological activities of primary school students, they should add teaching materials for Chinese reading comprehension in teaching activities, educate students to learn information processing, information screening and information reorganization, and improve their learning ability. For example, when learning the knowledge of histogram in grade four, we should not only teach students the skills of understanding and drawing statistical charts, but also pay attention to the education of concepts and methods. We can't simply turn knowledge into calculation and drawing, which will be divorced from real life. When teachers ask students to draw a statistical chart of three apples and two pears, they should guide students to observe the meaning expressed in the statistical chart and learn to express the connotation of the statistical chart in language. Teachers should treat students' reading ability scientifically, add reading training materials in math class in time, and improve each student's math level.

(B) the use of scientific methods to improve students' mathematics reading level

Mathematics reading textbooks are not as close to life as Chinese textbooks, and mathematics reading teaching focuses more on mathematics knowledge and is more professional. When students study mathematics reading, they can understand the meaning of the book and what the teacher said according to the teacher's teaching activities and the introduction of knowledge points in the textbook. Therefore, teachers should chew and punctuate mathematical concepts in teaching, and teach students the knowledge materials that mathematical language wants to express word by word. For example, when learning division, the teacher said that six apples should be put on two plates evenly, so we must focus on what "average" means, because not every student can understand the meaning of "average" immediately. The exception is that boys with slow language development in primary school have different language understanding ability from adults, so they should understand more children with developing intelligence. Teachers can tell the meaning of the topic in a way that students can understand according to the characteristics of pupils' intellectual development. They can bring six apples and two plates to show students the process of distributing apples equally, so that students can understand that putting three apples on each plate is "average" and other ways are "uneven". Using intuitive teaching methods, students can understand the meaning of the topic.

(C) Teacher-student interaction, creating a colorful reading environment for mathematics

Modern teaching has always advocated teaching quality, advocated taking students as the main body of the classroom and expanding students' thinking ability. In the teaching process, teachers should use various methods to stimulate students' interest in learning. The mode of drawing geometry, line segments and quantitative relations is adopted to enhance the sensitivity of students' thinking and stimulate their potential reading ability in many ways. In reading teaching activities, Chinese teaching can take life experience as the starting point, so that students can form a picture in their minds when reading, and mathematics teaching can also increase students' mathematics experience in life with this experience. Mathematics classroom can help students understand the meaning of "addition, subtraction, multiplication and division" through games. For example, teachers can organize students to do activities, divide students into groups, hold the topics in textbooks, and let students express the meaning of textbook topics through activities. The teacher asked the students what "three students plus two students" meant. Students express the meaning of words in the textbook in groups of five, which effectively improves their reading ability. The teacher asked the students: What is six divided by two? The students quickly formed a group of three. Through the game process, students can improve their math skills and learn to solve problems from multiple angles. Every child has a different idea, and the same way won't work. In another way, students may be able to integrate into their studies and improve their math scores.

Third, the benefits of primary school mathematics reading to the cultivation of students' mathematics skills.

Improving primary school students' mathematics reading ability can improve students' overall thinking ability, improve students' understanding ability of mathematics textbooks and topics, reduce students' losing points in concept questions, fixed questions, operation questions and application questions, and improve students' comprehensive performance. The improvement of reading ability is a process of changing students' thinking. Many primary school students say that they can do the problem, but when they look at the problem, they don't understand why they accidentally misread it. The reason is that students' reading ability is not high, and they understand the meaning of the topic according to past experience, which leads to all kinds of carelessness. The improvement of reading ability can effectively improve students' improvisation ability, so that students can quickly understand the requirements of the topic and understand the knowledge points and materials according to the words they see. Conclusion The students' mathematical comprehension ability is improved, and their mathematical level is fundamentally improved. Reducing the probability of misinterpretation and misinterpretation of the meaning of the topic in the process of word processing is helpful to improve students' mathematics scores, establish confidence in learning mathematics, and let students have an enterprising emotional experience in the process of mathematics learning.

Evaluation and analysis of mathematics teaching III

It is a basic teaching task to cultivate students' thinking ability in primary school mathematics teaching. We often say that the exploration and acquisition of knowledge is the result of thinking activities. Therefore, the acquisition of digital knowledge and the cultivation of students' thinking ability are complementary, closely linked and synchronized. It can be said that the process of mathematics teaching is the process of students' thinking formation and the process of improving their thinking ability. We should cultivate students' thinking ability from grade one. So, how to cultivate students' thinking ability in primary school mathematics teaching? The author talks about some personal views on this issue.

First, the cultivation of students' thinking ability permeates all aspects of teaching.

The new curriculum standard of primary school mathematics puts forward clear requirements for mathematics teaching, and teachers should strengthen the cultivation of pupils' logical thinking ability in teaching. Mathematics concept plays a very important role in primary school mathematics teaching and is the cornerstone of learning mathematics knowledge. While learning and mastering mathematical concepts, primary school students' thinking ability has also been effectively cultivated and improved. Therefore, teachers can teach students some simple logical thinking methods when explaining mathematical concepts to students. Although primary school mathematics knowledge is not so complicated and does not involve profound reasoning, it involves some definite reasoning knowledge, which can provide very good conditions for the cultivation of primary school students' logical thinking ability in the future. In the days when I was engaged in primary school mathematics teaching, I realized very clearly that the thinking of primary school students is in the transition stage from concrete thinking in images to logical abstract thinking, and their logical thinking ability is not strong. In the middle and senior grades of primary school, that is, grades three to six, the abstract thinking ability of primary school students began to develop. Therefore, the new curriculum standard puts forward that cultivating students' initial logical thinking ability in primary school learning stage is in line with the age characteristics of primary school students and is an important teaching goal. What needs to be pointed out abnormally is that the new curriculum standard does not conflict with the cultivation of students' other thinking abilities, nor does it affect the development of other thinking abilities. For example, in primary school, students' thinking ability began to gradually change from image thinking to abstract thinking.

Cross, but this does not prove that their thinking in images no longer develops or disappears. However, our mathematics teaching, especially the teaching of concepts, accounts for a large proportion of abstract logical thinking, and students are young, lack of life experience and poor understanding ability, so it is more difficult for primary school students to learn mathematical concepts. As we all know, primary school students' learning of abstract knowledge needs teachers' constant guidance and knowledge leap on the basis of perceptual knowledge. In other words, the cultivation of abstract thinking ability is based on pupils' perception of mathematical concepts. The basic way and main information source of learning abstract thinking in mathematics is intuition. Therefore, when teachers impart mathematics knowledge to students, they must follow the cognitive rules of primary school students and cultivate students' abstract logical thinking ability step by step.

Second, the cultivation of primary school students' thinking ability must run through the whole process of mathematics teaching.

People have always been biased against mathematics teaching, and they all think that the process of mathematics teaching is the process of teachers imparting mathematics knowledge to students, but it is not. Mathematics teachers should not only teach students all kinds of mathematics knowledge and skills, but also try their best to promote the development of students' skills in all aspects. In fact, the teaching of mathematical knowledge and skills is closely related to the development and cultivation of students' thinking ability. Because students should constantly use logical thinking when learning various mathematical knowledge and skills such as analysis, judgment, abstraction, synthesis, generalization and reasoning. At the same time, when cultivating students' logical thinking, we should take mathematics knowledge and mathematics textbooks as the basis. Therefore, mathematics knowledge provides conditions for cultivating students' thinking ability, and teachers should make training plans according to the age characteristics of primary school students in the actual teaching process, so as to fundamentally and completely reverse students' ideological consciousness, thus achieving the teaching purpose of cultivating students' logical and abstract thinking ability.

Thirdly, calculation and practice promote the cultivation of students' thinking ability.

Calculation is a very important teaching task in primary school mathematics teaching. Teachers should not only cultivate students' computing ability, but also cultivate and exercise their thinking ability. Students have the necessary calculation skills, and after mastering some basic calculation methods, they should practice frequently. In the process of practice, their thinking ability is cultivated. Therefore, the improvement of thinking ability is closely related to the problem-solving process of students. In order to improve students' thinking ability, teachers need to arrange some exercises for students to improve their thinking ability by solving problems. Therefore, whether the exercises can be designed well is an important link to promote students' thinking. Generally speaking, there are relatively many exercises arranged in mathematics textbooks, which can promote the development of students' thinking ability, but it is far from enough to improve students' thinking ability, because in specific teaching, each student's basic level is different, and the exercises in the textbooks can hardly meet the needs of students at all levels. Therefore, in primary school mathematics teaching, teachers should design exercises according to the actual situation of students, so as to be targeted and targeted. For those students with low basic level, relatively simple exercises can be designed to consolidate the foundation, and for those students with good grades, some speculative exercises can be designed to exercise their thinking ability and level. In recent years, with the deepening of the new curriculum reform, primary school mathematics classroom pays more attention to the cultivation and research of students' thinking ability. In order to run through the new curriculum reform and meet the psychological characteristics of students, teachers can teach mathematics in primary schools.

In learning, cultivating and developing students' thinking is the core. Through effective exercise, students can improve their mathematical thinking ability. In short, primary school mathematics teachers in the new era must reform the traditional teaching concept. In mathematics teaching, we should not only impart knowledge to students, but also let students exercise their mathematical thinking in learning and understanding, cultivate their good mathematical quality and make them develop in an all-round way.

Evaluation and analysis of mathematics teaching 4

"thoughtless, improper behavior" has long existed in human beings. Famous sayings such as "Ask yourself and answer yourself" and "I will save myself three times a day" are evidence. Nowadays, social reflection has become people's conscious behavior, what's more, as a teacher, we should also reflect on the gains and losses of education in time, get rid of disadvantages and learn lessons.

As a junior high school math teacher this year, the current semester work has basically ended. In this regard, I put forward the following thoughts.

First, the problems in classroom teaching.

1. Because of the particularity of mathematics teaching in the new textbook, my explanation is basically limited to the information in the textbook, which can stimulate students' imagination and creativity and distract students' thinking. In classroom teaching, sometimes there is a lack of effective interaction between teachers and students. Some classrooms pay too much attention to teaching and fail to handle the relationship between teaching and practice with intensive and concise requirements, which leads to the incompatibility between teaching and learning and ignores the foundation and potential of students.

2. Classroom teaching can't be aimed at students' reality and lacks the necessary links of "preparing students" and "preparing learning plans"; The handling and grasping of teaching materials are still restricted by teaching materials, and there is no effective selection, combination, expansion and deepening; Classroom teaching has not really penetrated into the basic knowledge points, hot spots and difficulties of students' senior high school entrance examination, and students' original knowledge can not be activated in time; The density of the classroom is not enough, and there are few opportunities for students to participate and the degree of participation is small; In the classroom, students are given very limited time for self-doubt, self-enlightenment, self-learning, self-practice and self-satisfaction.

3. There is not enough research on the senior high school entrance examination, and the scope, requirements, forms, characteristics and laws of the senior high school entrance examination are not clear enough. In classroom teaching, we rely on reviewing materials, lack the choice and integration of materials, and ignore the initiative of teachers in constructing knowledge framework, thus classroom teaching lacks the method guidance and potential cultivation of students' English knowledge system.

4. Classroom design lacks proper and timely teaching evaluation, and it is impossible to know in time whether students have gained anything in class and how much they have gained. The design of "what do you want to teach students" before class, the feedback of "what do students learn" in class and the reflection of "what do students want to learn" after class are not unified to the greatest extent.

Second, the problems in students' mathematics learning.

Due to the above problems in classroom teaching, there are many problems in students' mathematics learning and review.

1。 Students lack interest, confidence and motivation in mathematics learning; Don't take part in math class with your heart, lack enthusiasm for taking the initiative to speak or don't want to speak at all; In addition, a considerable number of students can't keep up with the teacher's rhythm or can't understand the teacher's relatively fast instructions when listening to new lessons.

2。 Students' mastery of mathematics classroom knowledge is unrealistic and incomplete, and they spend too much time after class. However, most students don't pay enough attention to book knowledge, can't find an effective carrier for math review, can't make effective use of textbooks, return to textbooks in time, lack systematicness in math review and lack initiative in math learning.

3。 Some students lack teachers' clear guidance, systematic arrangement and scientific plan when reviewing, or study and review have no personalized characteristics, which leads to poor learning effect.

4。 Based on the above situation, I think junior high school math teachers, as the gatekeepers of students' senior high school entrance examination, should first have a correct consciousness and fully realize whether a lesson is beneficial or not, which does not mean whether the teacher has finished the textbook, but whether the students have learned anything or whether the students have learned well. If students don't want to learn or can't learn anything, even if the teacher tries hard, it will be ineffective; Or students study hard, but they don't get the development they deserve, which is also ineffective or inefficient teaching.

In view of the above problems, we can improve from the following aspects:

1, teachers should have a sense of classroom benefits. Effective media means help to improve classroom capacity, density and speed. Especially in the review class, proper use of multimedia means can not only enliven the class, but also improve students' participation. Short, frequent and fast large-capacity classroom rhythm can effectively attract and gather middle school students' learning attention, thus ultimately improving the learning efficiency. Secondly, the consciousness of classroom benefit is also reflected in the current teaching design. Teaching should be taught entirely for learning, and teaching should be designed based on how students can effectively acquire knowledge and improve their potential. Classroom design should help students participate attentively in the classroom, help students internalize knowledge and information effectively, pay attention to the guidance of learning methods in the review process, properly infiltrate the information of the senior high school entrance examination in teaching and broaden the teaching materials.

2. In math class, teachers should get timely and effective feedback on their learning situation, and review and summarize the class effectively before class. In order to effectively improve the efficiency of English classroom teaching, teachers can also formulate a scientific, operable and inspiring evaluation system for English learning effect, keep abreast of students' lectures, homework and notes, and keep abreast of students' learning and review status, so as to make targeted adjustments in the classroom teaching process.

3. Pay attention to the improvement of classroom teaching efficiency and do a good job in preparing lessons, that is, prepare lessons well, practice well and do homework well. At the same time, we should reflect on teaching attentively, and teachers should reflect, think, explore and solve the problems existing in the teaching process in time, adjust teaching methods in time and optimize the teaching process. Emphasize the study of basic knowledge in classroom teaching. Teachers should break through the limitations of current textbooks and systematically strengthen the training of key textbooks. Syntactically, don't stick to the traditional calculation level, but collect materials and broaden them appropriately.

4. It is necessary to strengthen hierarchical teaching guidance and improve students' performance through hierarchical teaching guidance. From the method, we should grasp the weak points of students' learning, distinguish different situations and provide targeted counseling. Strategically, it is necessary to strengthen the research on students' practical problems, make up for their shortcomings, focus on students with obviously weak subjects from the object, and take effective forms such as teacher-appointed students, teacher-student pairing, counseling, etc., so that students can get guidance and help from teachers at any time and effectively improve their grades.

Three, in the review should pay attention to several principles:

First, grasp the teaching materials and review them effectively. Textbooks and syllabus are the basis for reviewing and testing questions before the exam. Therefore, when reviewing, both teachers and students should study hard, fully understand and accurately grasp the requirements of basic knowledge and potential in the syllabus.

The second is to systematically summarize and distinguish the context. In general review, we should highlight the word "general". In view of thousands of questions, through review, let students have a general and general impression on junior high school mathematics learning. Through calculation, it is proved that students have a clear framework and an informative "network diagram" in their minds as small as specific knowledge points.

Third, special exercises are highly targeted. For the problems exposed in the previous review, teachers should carry out purposeful and targeted special explanations and training, collect and accumulate students' mistakes in all aspects, and break through them one by one.

Fourth, review tips and suggestions.

In the review, teachers should let students learn to sort out the wrong questions, sort out the wrong questions in the test paper and the exercises they have done, copy them in the notebook specially, and correct the feedback in time. Teachers should choose them and selectively ask students to do basic knowledge exercises to get students out of the sea of questions. With regard to reading comprehension, at present, the information on the topic is getting closer to life. Therefore, students should strengthen practice, widely contact with various types of questions, expand their knowledge, consciously accumulate problem-solving methods and skills of various types of questions, and reduce mistakes in answering questions in the senior high school entrance examination.

In short, the math review stage of the senior high school entrance examination is very important, which can check and fill the gaps and make the knowledge reach a systematic and comprehensive level. Although we have gradually realized the importance of classroom teaching and the urgency of guiding students, there is still a necessary gap from the goal of relatively satisfactory mathematics classroom. Therefore, we need to constantly update our concepts, improve our theoretical level and practical potential, and make greater efforts for students' mathematical development and simply coping with the senior high school entrance examination.

Evaluation and analysis of mathematics teaching 5 pages

Innovation is an inexhaustible motive force to promote social and national development. Innovation has brought new development opportunities and challenges to education reform. We should put innovation in the important position of education reform, and pay attention to the improvement of students' innovative consciousness and ability from the stage of basic education. Mathematics classroom is an important place to promote the cultivation of students' innovative thinking. We should strengthen mathematics teaching and cultivate primary school students' innovative consciousness.

First, establish innovative teaching concepts

To promote the cultivation of primary school students' innovative consciousness, teachers should first change their teaching concepts, truly transfer primary school mathematics teaching to learning exchange and exploration, change rigid teaching methods, and create a classroom atmosphere conducive to students' creative thinking and stimulate their potential. Teachers should have a correct understanding of students, believe that every student can develop and improve through their own efforts, create a simple, democratic and harmonious teaching environment for students, let students dare to participate in teaching, and be willing to participate in teaching, and sprout innovative thinking and awareness in the process. To strengthen students' innovative consciousness, teachers should respect students' dominant position in the classroom, encourage students to speak boldly, respect and protect each student's innovative spirit, guide students to think independently, and make them realize the fun of mathematics learning.

Second, create a good teaching situation, to stimulate the sense of innovation

In order to cultivate students' innovative consciousness in primary school mathematics teaching, teachers need to make students interested in mathematics learning materials first, so that they can actively participate in mathematics learning. Teachers should create good teaching situations for students, such as problem situations and suspense. Let students boldly question, think independently and actively seek solutions to the problems according to the mathematics problems they are interested in, thus promoting the improvement of students' innovative consciousness. For example, when learning the scale profile, the teacher can ask the students to draw the plan of the school building in groups first, and the students draw all kinds of drawings, mainly because they don't know how to determine the direction and how much the actual distance should be drawn on paper. Through comparison, teachers should make students think: How do you think the actual distance should be accurately drawn on paper? After group thinking and exploration, the students finally came to the conclusion that the actual length should be reduced by the same multiple and drawn on paper. The creation of this problem situation makes students have the need to learn, and then, students boldly think and analyze, so as to obtain a successful experience.

Third, strengthen the connection with real life and enhance the sense of innovation.

Mathematics comes from life and plays an enterprising role in promoting life. In primary school mathematics teaching, teachers can connect mathematics knowledge with real life, let students feel that there is mathematics everywhere in their lives, and then strengthen their innovative consciousness by boldly questioning and guessing their familiar knowledge. For example, when learning proportional distribution materials, teachers can use the scene of teacher physical education class dividing the ball to start teaching: the PE teacher wants to divide the ball for the students in the next class, and the teacher has 14 balls and wants to divide them for boys and girls to practice. what do you think? After free thinking and research, some students said that men and women scored 7 goals on average. But the boys in the next class don't quite agree with this way, because there are more boys and fewer girls in their class, and men and women have the same number of balls. They think the PE teacher is eccentric. Students continue to think and study. Some students say that students should be divided according to the number of boys and girls, with more points for the larger number and less points for the smaller number. The teacher asked: more people get more points, less people get less points. Is there any necessary basis? After that, the students' self-evaluation is that "it is more reasonable to allocate according to the proportion of people". Through this kind of life-oriented teaching, students can actively participate in solving problems and dare to put forward different views from themselves.

Fourth, arrange open operations.

The cultivation of primary school students' innovative consciousness should be reflected not only in the current classroom teaching, but also in the current extracurricular homework. Teachers can arrange some open homework for students, so that students can give full play to their imagination and innovative ability, which is helpful to improve their learning motivation and cultivate their innovative consciousness. Open innovation homework is an important part of innovation education, which helps to improve students' innovative consciousness and ability. For example, after learning the calculation of rectangular and square areas, the teacher can give students open homework: next week, we will make curtains for two windows in the classroom, each with a height of 2 meters and a width of 2 meters. How much rice cloth do we need to buy at least? During the communication work, some students thought that one square meter was ***4 square meters, that is, 2× 1×2=4 (square meters), but some students questioned that the amount of cloth was too small to cover the sun. Some students think that the curtains should be made into two pieces with the necessary distance between them. There are also some students who think it is necessary to calculate the quantity of cloth to be purchased according to the length and width of the window frame. During the discussion, students can express their views and ideas, and open homework helps to cultivate students' innovative consciousness.

Verb (abbreviation of verb) conclusion

In the stage of basic education, mathematics is a very important subject. To cultivate primary school students' innovative consciousness, we should improve the innovative form of primary school mathematics teaching, let students feel the fun of innovative teaching, and then actively participate in primary school mathematics teaching, which not only promotes the improvement of mathematics scores, but also further strengthens their own innovative consciousness, so as to better find and solve problems.