With the rapid development of human society, the word innovation has been widely used not only in the field of economic and social reform, but also in the innovative development of educational ideas and modes. Primary education is the basic stage of the whole education, and primary mathematics is the basic subject of primary education. Therefore, based on this, we must have a deeper understanding of the innovation of primary school mathematics education concept and model. We should do a good job in the innovation of primary school mathematics teaching with a responsible attitude towards students' future, so as to obviously improve the teaching level of primary school mathematics.

First, the deficiencies in primary school mathematics teaching

(A) the teaching mode is relatively backward

With the further advancement of the new curriculum reform, it is required that primary school mathematics education should pay attention to the improvement of classroom interaction and interest, make the classroom more open and full of vitality, and on the premise of improving children's mathematics knowledge, let children improve their emotional attitudes and values on the other hand, so that children can be promoted in all aspects. However, at present, most primary school mathematics education is based on teaching plans, and primary school mathematics teachers only teach children knowledge according to existing textbooks, without individualized teaching and planning according to students' personality characteristics and learning level, which ignores the importance of teaching students in accordance with their aptitude to some extent. This teaching mode is not conducive to students' positive thinking, ignoring that students are the main body of classroom teaching, which will gradually make students lose interest in learning and constrain the growth of students' personality [1].

(B) the lack of innovation in teaching content

Mathematics teaching in primary schools attaches great importance to theoretical teaching, which makes the teaching content too simple. Even in mathematics teaching, the tactics of questioning the sea are mainly used to improve students' learning ability, and there is a lack of innovative methods to improve students' skills and improve the efficiency and accuracy of doing problems. In addition, because teachers usually do not pay attention to the updating of teaching plans and the research of topics, the teaching and education of mathematics are restricted by the content of education, which affects the learning effect of students to a certain extent and makes students' thoughts very conservative. Therefore, students not only learn knowledge, but also learn methods and skills.

(C) the situation of students is not balanced

Because each student's mathematics level is uneven, it is extremely difficult for students to teach mathematics. Because each child's level is inconsistent and each child's intellectual development is extremely uneven, students' ability to accept and adapt to new things is also different. However, at present, primary school mathematics education in some schools ignores the cultivation of children with different personalities, and parents and teachers do not attach importance to students' mathematics education. They think that primary school mathematics education is only a simple mathematical calculation, which will hinder students' mathematics learning once it appears.

Second, the innovative countermeasures of primary school mathematics teaching

(A) make full use of modern technology to reflect the teaching content.

In the era of network information development, the application scope of modern emerging technologies is more extensive, and primary school students accept modern technologies very quickly. Teachers should make full use of WeChat and network technology to promote teaching content in mathematics teaching, so as to make primary school mathematics education more interesting and vivid, and the teaching content more diversified. The application of emerging technologies has gradually improved students' learning styles and skills. On the other hand, as a teacher, we should actively change the previous teaching mode, actively use new technology to enrich our teaching content, and find new teaching methods to further expand our teaching form and content. Schools and teachers should actively carry out teaching practice activities and conduct in-depth discussion and verification of innovative teaching models and methods. After teaching innovation, in order to apply the innovative experience of teaching mode, it is necessary to conduct a comprehensive demonstration of its innovative achievements to ensure that its innovative achievements meet the actual needs [2].

(B) in-depth study of teaching materials

Teachers should choose teaching materials according to students' current thinking development level, create appropriate teaching situations for students, make students fully accept new knowledge, and integrate new knowledge with original knowledge through the interaction between new knowledge and original knowledge. First of all, primary school mathematics textbooks should contain the content of thinking stimulation, and the selection of textbooks is also an important part of teaching innovation and improvement. Based on this understanding, in the selection and application of primary school mathematics textbooks, we must ensure that the textbooks contain the content of thinking stimulation, so as to achieve the purpose of developing students' thinking mode teaching. Secondly, primary school mathematics textbooks should have the content of improving computing ability. The improvement of computing ability can lay a good foundation for primary school students' future study, and the cultivation of computing ability is also one of the main contents of primary school mathematics teaching. Therefore, in the process of primary school mathematics teaching innovation, it is necessary to ensure that the teaching materials include the cultivation and improvement of computing ability. Third, primary school mathematics textbooks should include the content of linking old and new knowledge. The primary concern of mathematics teaching reform in primary schools is the mutual connection and continuation of old and new knowledge. Therefore, in the selection of teaching materials, it is necessary to include the content of the continuity of old and new knowledge, so as to ensure that the innovation of mathematics teaching in primary schools can be highly unified in form and content, so that children's emotional attitudes, values and cognition can be highly unified, thus promoting children's physical and mental development [3].

(C) to improve students' subjective initiative in the classroom

Teachers should actively guide students to think about math problems. Teachers should consider the interesting teaching form and content as much as possible according to the lively and lovely nature of primary school students, fully mobilize the enthusiasm of students, and make them full of confidence in their future study. On the other hand, teachers should choose an exercise in class, so that students can find out different problem-solving skills through this exercise, which can improve the divergent thinking of primary school students to a certain extent, and children can communicate and explore with classmates in this process, which can improve students' interpersonal skills, thus improving students' interest in learning to a certain extent, allowing students with good grades to drive underachievers and making the class a whole.