The curriculum standard divides the curriculum content into four parts: number and algebra, shape and geometry, statistics and probability, synthesis and practice. And put forward 10 core concepts related to content: number sense, symbol sense, space sense, geometric intuition, data analysis sense, calculation ability, reasoning ability, model thinking, application consciousness and innovation consciousness, and gave a clear explanation for each core concept. 1, the understanding of logarithmic meaning. Number sense is a feeling, a feeling of quantity, and an estimation of the result of quantity relationship; The function of number sense is to establish number sense, help students understand the meaning of number in real life, and understand or express the quantitative relationship in specific situations. The formation of number sense is a long-term process, and students can't feel it in a day or two, or they can have a good feeling in this respect. It is necessary to gradually accumulate such an understanding of logarithm in activities. In other words, it is necessary to accumulate relevant experience, so teachers may need to pay more attention to this point in teaching. 2. Understanding of symbolic consciousness. Symbol consciousness mainly refers to the ability to understand and use symbols to express numbers, quantitative relations and changing laws. It is to use symbols to express, express what, express numbers, quantitative relations and changing laws, which is a layer of meaning. There is another meaning, that is, knowing that symbols can be used for operation and reasoning, and also drawing a conclusion, which is general. 3. Understanding of the concept of space. The concept of space is the relationship between objects and figures, and it is the relationship between two directions. In other words, geometric figures are abstracted through objects, which is a direction. The other is the actual object described according to geometric figure imagination, where one is abstract and the other is imagination. 4. Intuitive understanding of geometry. Geometrical intuition mainly refers to describing and analyzing problems with graphics. With the help of geometric intuition, complex mathematical problems can be made concise and vivid, which is helpful to explore the solution ideas and predict the results. Geometric intuition can help students understand mathematics intuitively and play an important role in the whole mathematics learning. When helping students to establish geometric intuition, we should first give full play to the benefits brought by graphics. Second, let children develop the good habit of drawing. Third, pay attention to the transformation, let the graphics move and grasp the relationship between the graphics. Fourth, keep some graphics in students' minds. 5. Understand the concept of data analysis. The concept of data analysis means: to understand many problems in real life, we must first do research, collect data and make judgments through analysis. To understand the information contained in the data and understand that there are many analysis methods for the same data, it is necessary to choose the appropriate method according to the background of the problem and experience randomness through data analysis. 6. Understanding of computing power. Computing ability refers to the ability to perform correct operations according to laws and operations. Cultivating students' computing ability is helpful to understand computing and seek reasonable and concise computing methods to solve problems. It is more important to downplay the requirement of operation proficiency, choose the correct calculation method and get accurate operation results than operation proficiency. We should pay attention to whether students understand the reason of the operation and whether they can get the result of the operation accurately, rather than simply looking at the speed of the operation. "7, understanding of reasoning ability. First of all, reasoning is a basic way of thinking in mathematics, and it is also a way of thinking that people often use in their study and life. Reasoning generally includes perceptual reasoning and deductive reasoning. The extension of perceptual reasoning includes two aspects, one is perceptual reasoning and the other is deductive reasoning. Deductive reasoning is based on known facts and certain rules, and then carries out logical reasoning, proof and calculation. In other words, from the perspective of thinking form, it is a process from general to special. In the proof of geometry, it is actually such a form of reasoning. Rational reasoning is a way of thinking that starts from the existing facts, comments on some experiences and intuition, and draws some possible conclusions through induction and analogy. Different from deductive reasoning, it is a kind of reasoning from special to general, so the conclusion drawn by reasonable reasoning is not necessarily correct, and it may usually be called conjecture and speculation, which is a possible conclusion. However, in the whole development process of mathematics, including students' learning of mathematics and their future social production practice and life, perceptual reasoning is particularly important. 8. Understanding of model ideas. The establishment of model thought enables students to know and understand the basic way of mathematics connecting with the outside world. The process of establishing and solving models includes abstracting mathematical problems from real life or specific situations, establishing quantitative relations and changing laws of mathematical models such as equations, inequalities and functions with mathematical symbols, and then finding out the results and discussing the significance of the results. Learning these contents will help students to form a preliminary model idea and improve their interest in learning mathematics and their awareness of application. There are two important things in mathematics. One is to solve problems, so it is necessary to form models. There is also a way to find a solution to the problem from the actual situation. One is the process of induction, and the other is the process of deduction. 9. Understanding of application consciousness. Applied consciousness has two meanings: on the one hand, it consciously uses mathematical concepts, principles and methods to explain phenomena in the real world and solve problems in the real world; On the other hand, it is recognized that there are a lot of problems related to quantity and graphics in real life, which can be abstracted into mathematical problems and solved by mathematical methods. The cultivation of students' application consciousness should run through the whole process of mathematics education, and comprehensive practical activities are a good carrier for cultivating application consciousness. 10, understanding of innovation consciousness. Innovation is an eternal theme, and the cultivation of innovative consciousness is the basic task of modern mathematics education, which should be reflected in the process of mathematics teaching and learning. Students' finding and asking questions themselves is the basis of innovation; Independent thinking and learning to think are the core of innovation; It is an important method of innovation to get conjectures and laws through induction and verification.