1. Students can acquire important mathematical knowledge (including mathematical facts and experience in mathematical activities), basic mathematical thinking methods and necessary application skills necessary to adapt to future social life and further development through mathematics learning in compulsory education.

2. Initially learn to use mathematical thinking to observe and analyze the real society, solve problems in daily life and other disciplines, and enhance the awareness of applied mathematics.

3. Understand the close relationship between mathematics and nature and human society, understand the value of mathematics, and enhance the understanding of mathematics and confidence in learning mathematics well. Have a preliminary spirit of innovation and practical ability, and can be fully developed in emotional attitude and general ability.

4. Experience the process of abstracting some practical problems into numbers and algebras, master the basic knowledge and skills of numbers and algebras, and solve simple problems.

5. By exploring the shape, size, positional relationship and transformation process of objects and graphics, master the basic knowledge and skills of space and graphics, and solve simple problems.

6, through the process of asking questions, collecting and processing data, making decisions and forecasting, master the basic knowledge and skills of statistics and probability, and can solve simple problems.

Extended data:

1. The mathematics curriculum should be devoted to the realization of the training objectives in the compulsory education stage, reflecting the foundation, popularization and development. The mathematics curriculum in the compulsory education stage should be geared to all students, meet the needs of students' personality development, so that everyone can get a good mathematics education and different people can get different development in mathematics.

2. The course content should not only reflect the needs of the society and the characteristics of mathematics, but also conform to the students' cognitive laws. It includes not only the conclusion of mathematics, but also the formation process of mathematical conclusion and mathematical thinking method. The content of the course should be close to students' life, which is conducive to students' experience, thinking and exploration.

3. The organization of content should handle the relationship between process and result, between intuition and abstraction, and between life, situation and knowledge system. The presentation of course content should be hierarchical and diversified to meet students' different learning needs.

4. Develop the ability of rational reasoning and deductive reasoning in participating in mathematical activities such as comprehensive practice, and express your ideas clearly. Learn to think independently and understand the basic ideas and ways of thinking of mathematics.