Why is the double foundation of mathematics only one of the goals of mathematics teaching? How to understand the relationship between the double-base goal of mathematics and other mathematics teaching goals? Mathematics "double basics" refers to the basic knowledge and skills in mathematics. It is not only the basis for students to continue learning mathematics, so that the basic skills of mathematics can be developed higher, but also they can learn other knowledge and other functions. Therefore, we should not only attach importance to the implementation of "double bases", but also attach importance to "double bases" and explore ways to achieve it. First of all, the basic knowledge and skills of mathematics teaching, the goal of mathematics education and the importance of the basic education stage in China ("double basics", ability and wisdom, ideological quality education) are a relatively perfect trinity target system. Among them, "double basics" teaching is the basic link to achieve the goal. The basic knowledge and skills generally accepted by "double-base mathematics" in China are the mathematical basis for students' development. This means that mathematical concepts, laws, properties, formulas, axioms, theorems and their contents reflect basic mathematical ideas and basic mathematical skills. It mainly means that basic knowledge can be calculated, drawn or obtained according to certain procedures and steps, and simple reasoning can be carried out. From the syllabus or curriculum standards, it is easy to see the list of goals that students have mastered, which is mainly used as the basis of students' learning, and its main purpose is to clarify the contents taught by teachers. Make students understand the specific content, and finally make students master these basic mathematical knowledge and skills through the teaching of students' school teachers, thus laying a solid foundation for students' further development. The choice of "double basics of mathematics" is based on whether it is conducive to the further development of students, whether it is conducive to solving production problems in daily life such as macro-goals, and based on the * * * knowledge gradually reached by the people, which has become a feature of mathematics in China. The core idea of education. Second, the basic knowledge of mathematical understanding and memory is the prerequisite for learning mathematics. Understanding is to explain the meaning of things in your own words. The same mathematical concept exists in students' minds in different forms. This understanding is an active reprocessing process of individual external or internal information and a creative "work". The standards of understanding are "accuracy", "simplicity" and "comprehensiveness". "Accuracy" means grasping the essence of things, "simplicity" means simplicity, and "comprehensiveness" means "you can't just see trees, you can see forests", and you don't miss anything. The understanding of the basic knowledge of mathematics can be divided into two levels: one is the process of knowledge formation and presentation, and the other is to expand one's own mathematical thinking and the mathematical ideological meaning of knowledge. Memory is a personal experience of memory, which keeps and reproduces the input, coding, storage and extraction of information. Using keywords or trying to remind you is a more effective way to remember. For example, if you see the "parabola" in the name, you will think: What is the definition of parabola? What is the standard equation? Parabolic properties have several aspects. What is the typical parabola of mathematical problems? You might as well write out the contents in your mind and compare them, so that you will be more impressed. In addition, mathematics learning, memory and reasoning should be closely linked, such as the chapter on trigonometric functions. All definitions and formulas are based on trigonometric addition theorem. At the same time, if we can remember the formula of the formula method and master the derivation, we can effectively prevent forgetting. In a word, the basic knowledge and the ability to understand and remember in the stage of mathematics arrangement are very convenient for mathematics learning. Third, the basic skills of mathematics Mathematics teaching skills Mathematics teaching is basically procedural knowledge. Knowledge here is knowledge in a narrow sense, and declarative knowledge refers to knowledge in a broad sense. Understanding and grasping the relationship between mathematics and declarative knowledge and its unique procedural knowledge is the premise of mastering mathematics teaching skills. First of all, mathematical knowledge is a basic mathematical skill, and all skill training is the guidance and support of declarative knowledge, and skill learning is inseparable from the relevance of declarative knowledge. The mathematical expression of knowledge here, including property theorems and mathematical objects, is a legal concept of basic and necessary skills for learning some knowledge. For example. The concept of derivative function or a derivative formula is needed to learn complex derivative function, and the derivative compound function of regular function is derived as the background and knowledge base. Without knowledge, it is unrealistic to talk about skills in isolation. Secondly, mathematical knowledge can be transformed into mathematical skills. Declarative knowledge is based on skill learning. Under certain conditions, the representation of knowledge is often transformed into skills. For example, a linear inequality teaches students to understand some laws of knowledge inequality (such as adding some identity inequalities, the two sides of the inequality are unchanged and subtraction), and according to the two sides of the "long-term unknown factors of inequality in a similar merger and division scheme with parentheses", the denominator of the linear inequality problem is solved. When this operation is relatively automated, when the previous rules are gradually transformed into knowledge and skills. In short, in today's quality education, it is very important for every educator to explore and optimize the effective teaching mode of "two basics" teaching in teaching practice.