《数学课程标准》中提出：数学教学要引起学习者的兴趣，提高积极性。由于数学学科抽象的特点，再加上重结果轻过程、重知识技能轻理解的传统教学模式，渐渐使学生失去了对数学学习的兴趣。

用数学故事引发学习兴趣，在故事中有情节发展这条主线，就使得情境更加完整、连贯， 能够引发学生进一步的思考，迫切想知道后面的故事情节，能够一直吸引学生沉浸在故事中学习数学，提高学习者的兴趣，使用效果比单独运用情境更吸引人。但把数学故事怎么用到课堂中？ 怎么处理数学故事？ 是值得我们深思和探索的。

本次研究使用文献法确定了处理数学故事的两种方法： 直接运用、或者改编、甚至创编； 通过课堂观察法从注意力不集中、倾听、倾听未举手、举手四个方面发现：运用数学故事教学的试行班要比常规班课堂表现优秀； 通过问卷调查法发现：运用数学故事教学的试行班要比常规班的学习兴趣更高。 从以上研究可以得出结论：小学数学第一学段教学可以运用数学故事并能激发学习者的兴趣。

Mathematics curriculum standard puts forward that mathematics teaching activities, especially classroom teaching, should arouse students' interest in learning, arouse their enthusiasm, stimulate their mathematical thinking and encourage their creative thinking. Due to the abstract characteristics of mathematics subject, coupled with the traditional teaching mode that emphasizes results over process, knowledge and skills over understanding, students gradually lose interest in mathematics learning.

This study is based on the previous research on situational teaching. Using mathematical story to stimulate students' interest in learning, with the main line in the story plot development, makes the situation more complete, coherent, can cause students to think further, eager to know the story behind, can learn mathematics has been attracting students immersed in the story, so as to stimulate students' interest in learning, more attractive than an individual situation. But how do you use math stories in class? What to do with a math story? Is worth us to ponder and explore.

This study makes use of the educational resource of mathematics story, combines with the knowledge points in the textbook, and USES rich story plots to stimulate students' interest in learning, so that students can discover and learn mathematics in the story. Through the analysis of the effect of stimulating students' interest, it can be seen that the interest in learning has indeed increased. It also provides a reference for elementary school teachers to use math story as an educational resource for math teaching to stimulate students' interest in learning. In the process of research, some practical teaching case studies were mentioned, hoping to provide a new classroom teaching ideas for mathematics teachers.