To sum up the characteristics of Chinese mathematics education in one sentence, that is: "Seek students' mathematical development on the basis of good mathematics. "The connotation of' mathematical foundation' here is three mathematical abilities: mathematical operation ability, spatial imagination ability and logical thinking ability;" Mathematical development here refers to improving the ability to analyze and solve problems with mathematical thinking methods, and promoting the all-round development of students in moral, intellectual and physical aspects. The corresponding teaching method is to carry out the spirit of dialectical materialism, carry out "heuristic" teaching, pay attention to the essence of mathematics in classroom teaching, advocate the teaching of mathematical thinking methods, practice with "variants" and strengthen the study of problem-solving laws.

This feature can also be expressed by the idiom of "double-base teaching in mathematics". "Double basics" refers to basic knowledge and skills. But "double-base teaching" is not equal to "double-base" itself. As a teaching concept, "double-base teaching" does not simply emphasize laying a foundation, but also includes development on the basis of laying a good foundation. It is a misunderstanding that "double-base teaching" should not be developed.

Mathematics classroom teaching in China has many characteristics different from mainstream research in the world. At one time, these characteristics were either regarded as the object of criticism and sublation, or ignored, while others remained at a simple level and lacked theoretical treatment.