It is a good thing that multimedia technology is applied to mathematics teaching, but mathematics teaching requires students to pay close attention in class and follow teachers' logical thinking ability. Calculating courseware is too gaudy, which will also distract students' attention and affect their study. First, the characteristics of mathematics teaching Mathematics has formed its own language characteristics in its long-term development: First, in order to express it concisely and accurately, it adopted symbolic language; Secondly, in order to express images and intuition, it uses geometric language. It is precisely because of the characteristics of mathematics language that the process of mathematics teaching is transmitted completely and accurately with simple language information, which determines the characteristics of mathematics classroom teaching-the need for "a lot of words" and "a lot of paintings". All this can't be said without reading. It must be written down step by step on the blackboard and deduced step by step in order to express it accurately. Therefore, you need to "write a lot" in math class. Because geometric language is intuitive, vivid, inspiring and easy to imagine, mathematicians can't think without geometric intuition, and mathematics teaching can't do without geometric intuition. Math teachers often use graphics to express their ideas. Many facts, many thoughts and many relationships in mathematics can hardly be expressed without graphics. In other words, a math teacher can't speak without graphics. It is a characteristic of mathematics to express ideas with graphics, so in the traditional teaching method of "blackboard+chalk", the speed of relying on "hand-made on the spot" mentioned above is limited. Therefore, the slow, inefficient and poor quality of classroom content presentation has always been a major problem that puzzles mathematics teaching. Second, the characteristics of multimedia technology teaching 1, so that teachers have more time to design the teaching process: the application of multimedia technology, teachers can have more time to design the teaching process-that is, "pre-conceived" and "pre-made". Teachers can imagine the teaching process according to their own teaching experience; Imagine the problems that will appear in class; Imagine students' possible understanding confusion; In the face of these, how to guide, how to inspire and how to persuade; How to show excitement, etc. All these can be arranged in the courseware, and a perfect mathematics teaching process can be designed as far as possible. As long as you haven't been in the classroom, you can improve and enrich at any time until you are satisfied.