According to the actual production of 2 more sheets per day than the original plan, we can know that the actual production is 48+2=50 sheets, and then complete the task in advance 1 day, which is equivalent to saving the planned production task of 1 day, that is, 48 sheets, and then calculate how many sheets are actually produced in these 48 sheets, and then calculate the total table number of production. 24×(48+2), =24×50, = 1200 (sheet);

Originally planned to produce 1200 tables. To solve this problem, we can't use the original conventional thinking to find the total number and the total number of days, but the task completed ahead of schedule. Therefore, when solving problems, we should pay attention to the relationship between problems and conditions.

In the history of modern education in China, the name of arithmetic has been changed several times. 1902 (twenty-eight years of Guangxu in Qing dynasty), Zhang Baixi drew up school rules, which stipulated that the subject of "arithmetic" should be added from Mengxuetang. In June 65438 +0904 65438+10/October 65438 +03, Zhang Zhidong and others wrote the school charter and renamed it "Arithmetic", which has been used for nearly 80 years. After the founding of People's Republic of China (PRC), the mathematics syllabus promulgated by the Ministry of Education 1977 added algebra, geometry and modern mathematics to the teaching content of elementary school arithmetic. The original name of arithmetic has been difficult to generalize, so it was renamed "Mathematics", which is unified with the teaching name of middle school.

Different historical periods are different. It is stipulated in the constitution of primary school: "Arithmetic, in essence, is to know the knowledge necessary for daily calculation and self-reliance, and to refine its mind and give it abacus so that it can be used by general industries in the future." "Playing the Constitution of Higher Primary School" stipulates: "Arithmetic, in essence, is an algorithm that all people must learn, and it is the basis for their own livelihood in the future." The primary school curriculum published in the first year of the Republic of China (19 12) stipulated that "the essence of arithmetic is to familiarize children with daily calculations, increase the knowledge necessary for life, and make them think accurately."

1978, the people of China * * * and the Ministry of Education of People's Republic of China (PRC) formulated the "Mathematics Teaching Outline for Full-time Ten-year Schools (Trial Draft)", which stipulated that the purpose of mathematics teaching in primary schools is to enable students to understand and master the most basic knowledge of quantitative relations and spatial forms, and to correctly and quickly calculate four integers, decimals and fractions. Have a preliminary understanding of some simplest ideas in modern mathematics. Have preliminary logical thinking ability and spatial concept, and be able to use the knowledge learned to solve simple practical problems in daily life and production. At the same time, combine the teaching content to carry out ideological and political education for students.

According to history, there are four teaching contents: integer, decimal, fraction, understanding and calculation of degree, quantity, balance, currency and time, simple basic knowledge of geometric figures, and some comprehensive operations, such as percentage, statistical chart and proportion. Since 1977, the content of modern mathematical thought has been added.