1. Mathematics needs to be applied to the real world to achieve the purpose of the discipline itself-to explain the phenomena in the world, solve problems and create new paradigms. (Concept-based curriculum and teaching)

2. There are two logics of curriculum organization: discipline logic and psychological logic.

From a historical point of view, the logic of curriculum organization always swings between these two poles, so it is called "dilemma"

Bruner unified discipline logic and psychological logic with "structure", and Dewey unified discipline logic and psychological logic with "experience".

They reached a consensus on the teaching objectives, and they all paid attention to the significance of learning to students' future real life, and agreed that what they should learn is transferable expert thinking, not expert conclusions that will be forgotten. (The whole teaching structure of the unit from the perspective of "big concept")

3. Migration should shift from the concept of discipline to a more general concept and point to a higher concept. ("Straight to the Essence")

Stand higher, the concept should not only confine students to a knowledge point, a window, a unit, a theme and a subject, but also find a more general concept. Through the performance evaluation task, students can experience concept understanding and become students' mathematical reality, which is based on personal factors, not parroting.