The main factors affecting the goal of mathematics curriculum are social development, children's development and the development of mathematics science.
3.2. 1 Influence of social development factors
School education should serve the needs of social development, and the formulation of mathematics curriculum objectives should consider the needs of social development for students' future mathematics literacy. This is determined by the function of school education. The important function of the school is to train qualified talents for the society, and the talents needed by the society in the future should have certain mathematical literacy. The requirements for students' mathematical knowledge and skills also develop with the development of society. In agricultural society, most people are engaged in agricultural production, and the mode of production is relatively backward. At this time, the knowledge of mathematics is the most basic concept and operation. When the industrialization era comes, especially when modern times have entered the information age, the demand for talents has changed greatly. Even ordinary workers need to master certain science and technology and have relatively high mathematical literacy. Looking back on the changes in the objectives of primary school mathematics curriculum since the founding of New China, we can see that with the development of society, the requirements for mathematics are getting higher and higher. It was just arithmetic knowledge from the beginning. Later, I added some basic knowledge of geometry and algebra. The new curriculum standard also adds some preliminary knowledge of statistics and probability. With the progress and development of society, more and more attention is paid to the cultivation of students' ability, emotion and values.
The determination of curriculum objectives should also reflect the role of promoting social development. Through the study of school curriculum, students can better understand society, know society and solve social problems. Therefore, the goal of primary school mathematics curriculum should put more emphasis on connecting with social reality and students' life reality.
3.2.2 The influence of children's development factors
The formulation of mathematics curriculum objectives should pay more attention to the needs of learners. Especially with the proposal of universal compulsory education, the purpose of mathematics has changed from cultivating elites to serving every student. The goal of mathematics course is based on the needs of students' development and the actual needs of children entering the society in the future. In recent years, a trend of mathematics curriculum reform is to attach importance to the development of students and design it as everyone's mathematics, so that everyone can master mathematics. In the sense of "popularizing mathematics", the focus of curriculum reform should be to realize everyone's mastery of mathematics. Let students develop mathematics from real life, and delete the contents that are out of touch with social needs, deviate from the development of mathematics, and conflict with the realization of effective intellectual activities, which are precisely the contents that lead to a large number of poor students in mathematics, such as boring elementary arithmetic and complex arithmetic application problems. In order to popularize mathematics for every student, we must give more students the opportunity to contact, understand and even delve into the mathematics problems they are interested in while everyone receives the same mathematics education, so as to meet the needs of every student to learn mathematics to the greatest extent.
How to treat students in the development of mathematics curriculum and what kind of mathematics to design for students are important links in curriculum reform. Considering the factors of children's development is not only to adapt to children's development level, but also to promote children's development through mathematics learning. Such as the development of students' thinking level, the cultivation of students' communication ability, mathematical emotion and mathematical reasoning ability.
3.2.3 The influence of the development of mathematical science
With the development of modern mathematics, the understanding of mathematical science and mathematics discipline is changing constantly. Most of the traditional mathematics content in primary and secondary schools is the content that formed a complete system before17th century. This mathematics content system has long been regarded as the main content of mathematics teaching and must be mastered by students. Some people even think it is immutable. In the "mathematical modernization" movement, this concept has been greatly challenged. This challenge comes largely from the voice of mathematicians. Modern mathematics has made great progress, and it is no longer possible to arrange the mathematics content of primary and secondary schools according to the traditional mathematics content system. A prominent symbol of the modernization of mathematics education is the modernization of teaching content. This is vividly demonstrated in the "mathematical modernization" movement. Although the new mathematics movement was not successful, the modernization of mathematics content advocated by the new mathematics movement had an important impact on the later mathematics education reform.
The development of mathematics science and science and technology has a particularly prominent influence on mathematics education. An important performance is that computers and calculators are playing an increasingly important role in mathematics education. The introduction of computers and calculators into mathematics education in primary and secondary schools has brought great impact on the traditional mathematics teaching content, greatly reduced the need for formal calculation, and given strong support to the exploration of mathematical laws. The ideas and methods of probability statistics and mathematical modeling in modern mathematics have gradually penetrated into mathematics education in primary and secondary schools.
Generally speaking, the formulation of curriculum objectives is influenced by many factors. Curriculum is the reflection of social culture. The development of curriculum is influenced by cultural tradition, social progress and scientific and technological development. The curriculum should also consider the corresponding development level of children. Generally speaking, three factors should be considered in the formulation of mathematics curriculum objectives, namely, the needs of social development, the needs of children's development and the needs of mathematical science development. These three aspects are the main factors that affect the goal of mathematics curriculum, and anyone who formulates the goal of mathematics curriculum must consider these three factors. In the actual operation process, different designers also have their own tendencies, which will lead to different characteristics and different orientations of the target system of mathematics curriculum in primary and secondary schools. When we analyze the mathematics curriculum objectives of different countries and China over the years, we will see that the curriculum designers have different emphases when considering these three factors.