Under the background of new curriculum reform, students should be trained to be socially useful talents with strong adaptability, thinking ability and creativity. In primary school mathematics teaching, imparting knowledge is not the only goal, but more importantly, cultivating students' thinking ability. Cultivating students' thinking ability is a basic task of modern school teaching. We must comprehensively use various means, follow the principle of step by step, and constantly improve students' thinking ability through persistent training. The purpose of primary school mathematics teaching is not only to impart knowledge, so that students can learn, understand and master mathematics knowledge, but also to pay attention to teaching students learning methods and cultivating students' thinking ability and good thinking quality, which is the need to improve students' quality in an all-round way. Learning knowledge and training thinking are not only different, but also inextricably linked. They are carried out simultaneously in the process of mathematics teaching in primary schools. The process of mathematics teaching should be the process of cultivating students' thinking ability, and primary school mathematics teaching shoulders the heavy responsibility of cultivating students' thinking ability from the first grade. First of all, cultivating students' thinking ability is an important task in mathematics teaching. The syllabus of primary school mathematics clearly stipulates that students should have preliminary logical thinking ability. Mathematical concept is the cornerstone of mathematical knowledge and an advanced thinking form of human beings. The process of children mastering concepts is accompanied by rich thinking activities, so some basic logical thinking methods can be taught to primary school students through concept teaching. Although the content of primary school mathematics is simple and there is no strict reasoning, it is inseparable from judgment and reasoning, which provides a very favorable condition for cultivating students' logical thinking ability. Judging from the characteristics of primary school students' thinking, they are in the transition stage from concrete image thinking to abstract logical thinking, so it can be said that the primary school stage, especially the middle and senior grades, is a favorable period for developing students' abstract logical thinking. It can be seen that it is in line with the characteristics of mathematics and the thinking characteristics of primary school students to cultivate the initial logical thinking ability as the purpose of mathematics teaching in the primary school mathematics syllabus. However, the emphasis on cultivating the initial logical thinking ability in the syllabus only shows that this is the main thing, which does not mean excluding the development of other thinking abilities. For example, although students are transitioning to abstract logical thinking in primary school, thinking in images has not disappeared. Concept teaching itself is abstract, and students are young, lack of life experience, poor abstract thinking ability and difficult to learn. When students learn abstract knowledge, they should make a leap on the basis of a lot of perceptual knowledge. Perceptual knowledge is the basis for students to understand knowledge, and intuition is the way and source of information for mathematical abstract thinking. In teaching, teachers should pay attention to the transformation from intuition to abstraction, and gradually cultivate students' abstract thinking ability. Second, cultivating students' thinking ability should run through the whole process of mathematics teaching. The teaching process is not a simple process of imparting and learning knowledge, but a process of promoting students' all-round development (including the development of thinking ability). For primary school mathematics teaching, the mastery of mathematics knowledge and skills is also inseparable from the development of thinking ability. On the one hand, students constantly use various thinking methods and forms such as comparison, analysis, synthesis, abstraction, generalization, judgment and reasoning, which is actually a process of understanding and mastering mathematical knowledge. On the other hand, when learning mathematics knowledge, it provides concrete contents and materials for using thinking methods and forms. The teaching of mathematical knowledge and skills provides favorable conditions for cultivating students' thinking ability. We should make full use of these conditions consciously in teaching and cultivate them in a planned way according to students' age characteristics in order to achieve the expected goal. In primary school mathematics, we should use various basic mathematical thinking methods, such as corresponding thinking, quantity invariant thinking, reversible thinking, transformation thinking and so on. Among them, transforming thinking is the core of primary school mathematics thinking. Transformation is to realize the transformation from the unknown to the known, from the number to the shape, from the complex to the simple by using the viewpoint of the movement, change and development of things and the relationship between things. It is necessary to cultivate students' transformation consciousness and develop their thinking ability. Thirdly, the teaching of calculation and practice plays an important role in improving students' thinking ability.