Abstract: There are also various problems in mathematics teaching in deaf schools, which seriously hinder deaf students' ability to learn mathematics. Mathematics teachers in schools for the deaf should pay attention to finding the existing problems, take them seriously, sum up their experiences and solve them with a high sense of responsibility and patience. Key words: the reform of mathematics classroom teaching in primary schools for the deaf has aroused widespread concern, and the position and role of mathematics classroom teaching in implementing quality education have been clarified. At present, some achievements have been made in the research of teaching methods and teaching contents, and some problems have also been exposed. We must face up to the difficulties and take scientific and effective measures to solve them: First, there is a lack of situational teaching in mathematics classroom. Our deaf children, especially those in lower grades, have difficulty in understanding related topics, concepts and terms in application problems because of their lack of life experience. Teachers use the demonstration of objects, teaching AIDS and the operation of learning tools to create scenes and let students be in them. The real world is a rich source of mathematics learning. Learning mathematics for deaf students should be a kind of life-oriented teaching. Without the teaching content of familiar scenes and life experiences of deaf students, students can't learn well and can't understand the significance of mathematical value. Based on this, according to the actual situation, we can appropriately choose the teaching materials for the deaf in compulsory education stage, reasonably increase the practical and practical teaching content, make it closer to life, and make the course content coordinate with the living environment or be carried out in complete activities. Traditional mathematics teaching focuses on the teaching of mathematics courses. Because deaf students lack life experience and logical thinking ability, classroom teaching should be put into the activities and practice of society and students. For example, when learning "yuan, jiao and fen", we can simulate supermarket shopping, and let teachers and students play the role of salespeople and customers respectively for teaching. Second, mathematics teaching is divorced from learning languages. The teaching language of mathematics is different from Chinese class, and it is carried out around the teaching of mathematical knowledge. Mainly to help students get rid of writing obstacles, understand the meaning of the topic, or have a complete understanding of the keywords in the topic. If we don't spend some teaching time on developing students' language, it will directly affect the mastery of mathematics knowledge and the cultivation of problem-solving ability. Learning a language in math class is not only the task of applying problems, but also the task of solving copywriting problems and calculating test questions. Otherwise, even if students learn to operate, their ability to operate independently is limited because they don't understand the requirements of the topic. Language is the biggest problem for deaf students, and the formation of mathematical language is even more difficult. Students' mathematical language should start from the basics. Especially in the lower grades, let students speak and speak boldly. It doesn't matter if their pronunciation is not correct. It is important to let students speak boldly, improve their speaking ability and enhance their self-confidence. Through unremitting efforts, students' mathematical language will be improved. Thus, from perceptual knowledge to rational knowledge, the expressive ability of logical thinking is strengthened. For example, when learning the volume of a cylinder, teachers should fully mobilize students' enthusiasm, and use modern teaching means-multimedia to decompose a circle into an approximate rectangle to find the volume of the cylinder, so that students can transform their perceptual and intuitive images into mathematical language, improve their logical thinking ability, and let them express themselves in their own language in classroom teaching, thus forming their own things-mathematical language. Third, mathematics teaching is not linked to ideological and moral education. We know that in addition to imparting cultural knowledge, the teaching of various disciplines should also provide students with the most basic and frequent ideological and moral education, infiltrate moral education into classroom teaching, cultivate students' good ideological and moral sentiments, and make students develop morally, intellectually and physically in an all-round way. Mathematics teaching is no exception. There are rich moral education contents in mathematics textbooks, so in the teaching process, we should fully tap these moral education contents, combine the learning characteristics and cognitive laws of deaf students, and infiltrate moral education through teaching activities, so that students can get ideological and moral education while learning mathematics well. Ideological and moral education is an important task that mathematics teaching must complete. The importance of ideological and moral education lies in the combination of nature and mathematics knowledge teaching to form an organic infiltration. It is necessary not only to deepen students' knowledge, but also to cultivate students' ability to solve practical problems by using what they have learned, and to educate students' ideological and moral qualities of being polite and loving the motherland in combination with reality. "Making deaf students receive ideological and moral education" is one of the teaching purposes stipulated in the mathematics syllabus of deaf schools. Mathematics teaching in deaf schools is not only to impart knowledge, cultivate ability and develop intelligence, but also to embody the nature of socialist education and the purpose of quality education. Therefore, it is a long-term task to strengthen ideological and moral education in mathematics teaching in deaf schools. Fourth, there is a lack of understanding of mathematics teaching and knowledge application. The life of mathematical knowledge lies in its application. Although the universality of application is a major feature of mathematics, it is often concealed by the rigor and abstraction of mathematics, which leads to the weakening of students' awareness of mathematical application. Mathematics teaching in schools for the deaf should not only impart relevant mathematics knowledge to students, but also enable them to use what they have learned to solve practical problems. We cultivate students' computing ability, logical thinking ability and spatial concept, which is finally reflected in the ability to solve practical problems. Mastering some mathematical knowledge is the basis of cultivating students' ability to analyze and solve practical problems, but with these abilities, the ability to solve simple practical problems will not naturally form and needs to be cultivated consciously in teaching. Only when students master the basic knowledge and improve their ability to analyze and solve problems can they learn the knowledge deeply and learn it firmly. Therefore, in teaching, we should integrate life into the classroom, guide students to observe and understand things, life and society around them from a mathematical perspective, link mathematics with students' life and study, and implement "life-oriented teaching". As mathematics teachers in schools for the deaf, we should capture the mathematical phenomena in life, seriously explore the application examples of knowledge in daily life and social life, and use the concept of life to build a mathematics classroom in mathematics teaching, so as to make mathematics problems come alive and mathematics teaching come alive. 5. Teachers who mistakenly believe that rote memorization can understand many concepts think that the lack of individual students in some questions is because they have a weak grasp of concepts. Some teachers think that the solution to this problem is to recite concepts, but in fact, the cognition of concepts can not be solved simply by rote memorization. Looking at the current mathematics classroom teaching in deaf schools in China, the process of "teacher's explanation-student's practice-teacher's guidance-student's homework" is generally adopted to organize the teaching. In the teaching process, the teacher's explanation takes up a lot of classroom time, and students have almost no chance to "reason" in mathematical language. In teaching, there is a common phenomenon: students can use some theorems and formulas to answer some simple questions correctly, but they can't tell the meaning of these theorems and formulas, and they can't tell the truth of answering questions correctly. When they encounter more complicated problems that need to be solved flexibly with this knowledge, they don't know how to answer them. The above phenomenon often hides students' "little knowledge", which makes students unable to apply some theorems, formulas and problem-solving methods flexibly, which also directly hinders the improvement of students' mathematical ability. The process of students learning mathematics is the process of internalizing mathematical knowledge structure into students' cognitive structure through certain intermediary. One of the core tasks of mathematics teaching is to cultivate and train students' thinking ability. Only when teachers guide students to truly understand the knowledge points of mathematics, and can fully and scientifically explain mathematical concepts and theorems in their own language, can students truly and firmly grasp mathematical knowledge, thus effectively improving the classroom teaching efficiency of mathematics classes. Teachers should create a relaxed learning environment for students, give them the opportunity to "reason", give them time to use, and let them understand and master mathematics knowledge in use. These are not the only problems in mathematics teaching in schools for the deaf. We should explore and find them in the actual teaching practice, and seriously explore ways to solve the problems.