Historical principles of mathematical culture. China has a history of 5,000 years of ancient civilization, and great mathematicians have appeared in all previous dynasties, such as Jiuzhang Arithmetic, which is a valuable cultural heritage left by predecessors to future generations. Then, when primary school teachers infiltrate mathematical culture in classroom teaching, they must follow the historical principles of mathematical culture, respect history and knowledge, and integrate brilliant mathematical culture into classroom teaching with rigorous attitude and understanding of historical knowledge.

For example, when we study the 24-hour timekeeping method, teachers can show students the evolution of timekeeping methods in past dynasties, so that students can know that what we are learning now is the fruits accumulated by predecessors, and students can also look at pictures of timekeeping tools such as sundials and dripping water, so as to master and accept knowledge well under the background of mathematical culture.

The principle of richness of mathematical culture. When infiltrating mathematical culture into primary school mathematics classroom teaching, we should follow the principle of richness, because mathematical culture is similar to various disciplines and has its own characteristics of richness. In teaching, teachers should also pay attention to the richness of teaching activities, abandon the traditional rigid teaching methods, teach through entertaining, broaden students' horizons, attract students' interest, improve students' thinking ability and cultivate students' ability to solve problems in various ways.