The ideological and political education of mathematics curriculum is the infiltration of mathematical culture, which includes not only mathematical thoughts, spirits, methods, viewpoints, languages and mathematical history in a narrow sense, but also mathematicians, mathematical beauty and mathematical education. Humanistic elements in the development of mathematics, the relationship between mathematics and society, the relationship between mathematics and various cultures, and so on.

Mathematics classroom should liberate mathematics from the circle of pure logical deduction and reasoning, focus on analyzing the history of mathematics civilization, fully reveal the cultural connotation of mathematics, and affirm the value of mathematics as a cultural existence. Teachers should try their best to reduce the difficulty, avoid too many reasoning proofs and complicated calculations, highlight mathematical ideas, and teach mathematical knowledge in an easy-to-understand and intuitive way.

There are five ways to excavate ideological and political elements from higher mathematics courses:

1. Integrate into daily life cases, guide students to learn to actively observe and analyze, and learn to apply mathematics to solve practical problems.

2. Incorporate mathematicians and mathematical historical and cultural cases to stimulate students' respect for scientific spirit, or tell mathematicians' short stories to increase interest and philosophy.

3. Take definitions and formulas as examples to cultivate students' dialectical thinking and strengthen materialist dialectical view. Some philosophical problems arise from the study of mathematics, and some philosophers also use certain mathematical methods when studying philosophy. The two are inextricably linked.

4. The beauty of mathematics. Including the beauty of simplicity, unity, strangeness, nature and symmetry.

5. The use of mathematical software is also a infiltration of mathematical culture.