In classroom teaching, teachers have changed their previous roles and become participants, collaborators and organizers of teaching activities. The relaxed, harmonious, democratic and vivid math class makes students have a strong interest in learning without any pressure, and at the same time, they can find the cultural value of mathematics.

First of all, the teacher's "dominant" position used to be an argument for classroom evaluation, but in the new curriculum reform of mathematics, our understanding will be different in different aspects and profound degrees. Therefore, when teachers turn themselves into collaborators and participants in classroom activities, they will also put themselves and students on the same level, so that they can proceed from the characteristics of mathematics and take into account each student's different background, their realistic foundation and cognitive level.

Secondly, under the concept of new curriculum reform, teachers have a new understanding of the status of students; The relationship between teachers and students in teaching is dynamic and no longer plays the role of "leading" and "subject". This orientation has narrowed the distance between teachers and students. In the past, a course was evaluated only by its appearance. The reviewers only pay attention to whether the teacher's "play" in this class satisfies the audience, and then look at the audience's reaction to evaluate the success of this class. They pay attention to the systematic structure and formalization of mathematics teaching, and pay less attention to "perceiving mathematical scenes, experiencing the essence of mathematics, summarizing mathematical abstractions and reflecting on mathematical applications." The whole process of mathematics learning, this formal teaching makes teachers in a hurry and students at a loss, and look at a case of mathematics teaching in American middle schools:

In a senior two math class in Seattle, USA, the teacher talked about measuring the height of the tower. At the beginning of the class, the teacher handed the task to the students, saying that the tower was unattainable and should try to measure the height of the tower. After listening, the students each took a graphic calculator and started to do it in groups of four or five. It's funny to see this question. Isn't this a lesson given to students the other day? It is an application problem in junior high school mathematics, and almost all students can get the answer quickly. However, the problem is that other senior two students are doing it with relish. After the whole class was finished, the teacher didn't give any hints, and the students began to do it. Few students went to find the formula. Most of them try to calculate according to the division of labor: how high is this tower? Some students first set it as 100 meters, looked for the measuring point, and found that they could not get an accurate answer, so they began to divide their work. A put the tower high and make it short, C put the first measuring point in front, D change the measuring point back, and four people divide the work. By the end of the class, only less than 10 students got their grades. The teacher said, "Let's continue to do it."