Mathematics teaching is influenced by traditional ideas. At present, many schools are influenced by traditional teaching concepts, and there are still traces of traditional exam-oriented education in mathematics teaching, which shows that they attach too much importance to intellectual education and ignore ideological and political education. In teaching, taking grades as the goal, taking the enrollment rate as the guide, paying attention to academic achievements while ignoring quality education, students get good grades but have poor psychological quality or moral problems, which will eventually lead to imperfect development and may lead to high scores and low energy.

Even in some schools in developed areas, for many math teachers, primary school math education is easily influenced by traditional educational concepts, and it is impossible to innovate teaching methods in time, and then spoon-feeding teaching methods are easy to appear, which makes math education divorced from real life. After a long time, the influence is that students lose interest in math learning, or even don't like math learning at all.

Second,

It is the influence of the characteristics of mathematics curriculum itself. Compared with ideological and political education, mathematics curriculum has obvious rigor in logic, obvious abstraction in content and universality in practical application, but they are interrelated and influenced each other, showing an inseparable relationship. Mathematics examines students' logical thinking ability and abstract thinking ability, which is abstract, not specific enough and difficult to understand, and makes many primary school students find it difficult to learn mathematics.

At the same time, the content of mathematical knowledge is abstract to some extent, which is not vivid enough. The mathematical thinking of primary school students has not been fully formed, which leads to students' low interest in learning mathematics. Over time, it will dampen students' enthusiasm and confidence in learning mathematics, and it is likely to produce resistance to learning mathematics. Because of the particularity of knowledge points in ideological and political course, it can make up for the deficiency brought by single mathematics knowledge teaching, and then eliminate the negative influence of students' mathematics learning and avoid the decline of students' enthusiasm for learning mathematics.

Third,

It is the influence of the thinking characteristics of primary school students. The function of ideological and political education is to cultivate students' moral quality, enhance students' ideological sentiment, help students to establish correct Marxist positions, viewpoints and methods, and promote students to establish correct outlook on life, world outlook and values. In the process of combining mathematics curriculum with ideological and political education, it is necessary to combine theory with practice and perceptual knowledge with rational knowledge. However, due to the limitation of age, primary school students' perception of mathematics is weak, their understanding of objective things is not comprehensive enough, and they often only see the superficial characteristics of things.

At the same time, because primary school students are sticky, their attention will not be highly concentrated, so it is difficult to concentrate on their studies for a long time in class. At the same time, because primary school students' physical and mental development is not mature enough, their ability to accept new things and specific knowledge is not strong, and they are easy to get bored when learning mathematics knowledge, which also leads to the loss of interest in mathematics learning.