Is it appropriate to give the chapter proposition of mathematics textbook from the perspective of situation? -Suggestions on the first volume of the fifth grade mathematics textbook published by Beijing Normal University. Unit 4 "Fraction addition and subtraction" in the fifth grade mathematics textbook of Beijing Normal University Edition gives chapter propositions from the perspective of situation. The topics of the three sections are "origami", "Sunday arrangement" and "reading extracurricular books". Is it appropriate to give a proposition to math class from the perspective of situation? The author thinks that it is inappropriate, and suggests that the proposition should be revised from the perspective of mathematical knowledge, and the three topics should be changed to "addition and subtraction of fractions with different denominators", "mixed operation of addition and subtraction of fractions" and "reciprocity of fractions and decimals" respectively. There are two reasons for this: 1. Situation is created to make students learn mathematics knowledge better, so "situation" serves "knowledge", and "knowledge" is always at the core. The second section "Teaching Suggestions" of "Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" points out that in teaching, it is necessary to create a learning situation that is closely related to students' living environment and knowledge background, so that students can gradually experience the generation, formation and development of mathematics knowledge in activities such as observation, operation, speculation, communication and reflection, gain positive emotional experience, feel the power of mathematics, and master the necessary basic knowledge and skills.