Mathematics is a highly abstract subject. It is an essential link and step to impart profound knowledge to students in class and be accepted by them, and to stimulate their strong desire to love mathematics. This is the classroom design of mathematics teaching.

Mathematics classroom teaching is a complex systematic project, and classroom teaching design is an important part. Given the teachers' level, students' foundation and teaching materials, teaching design plays an important role in classroom effect. Classroom teaching design is what people usually understand as "preparing lessons". Teachers should prepare well before class, be familiar with teaching materials, study curriculum standards, define tasks, determine key points and difficulties, and formulate practical teaching plans according to students' understanding and acceptance ability to ensure teaching quality.

There are many factors in the design of mathematics classroom teaching. Different teaching contents, different students and different design schemes, so there is no unified design model. So I combine the characteristics of my students and the requirements of the new curriculum, and I think I should meet the following requirements.

First, by being familiar with mathematics textbooks, the knowledge and methods contained in the textbooks are transformed into teachers' own knowledge and methods. Mathematics textbooks are the blueprint for students to learn mathematics. If teachers want students to impart mathematics knowledge, they must first master the contents of textbooks. Just knowing the content of the textbook is helpful to understand the exercises in the textbook, which cannot be called "transforming into teachers' own knowledge and methods" Teachers should be clear about the intention of compiling textbooks, the knowledge structure in textbooks and the degree of mastery. For example, junior high school and senior high school have different requirements for the interpretation of function concepts; There is a concept of limit, and the requirements of secondary schools are different from those of universities. Therefore, only by in-depth study of textbooks can the knowledge and methods in textbooks be truly transformed into teachers' own knowledge and methods.

Secondly, by studying mathematics curriculum standards and textbooks, we can master the requirements and main points of teaching purposes and turn them into the guiding ideology for teachers to carry out teaching activities. Mathematics teaching is a bilateral activity between teachers and students, and teachers are the leaders of this activity. Teachers must be clear about teaching objectives, requirements, key points and difficulties. In teaching design, we should consider how to implement teaching objectives, how to highlight key points, how to overcome difficulties and other issues, and truly transform them into teachers' teaching guiding ideology.

Thirdly, by studying the internal relationship between the purpose, content and students' situation of mathematics teaching, we can find a way to adapt the teaching content to students' acceptance ability and infiltrate students' thinking development, thus transforming it into a teaching method mastered by teachers. There are many teaching methods of mathematics. A good teaching method must take into account the content of teaching materials and the actual situation of students. In teaching design, we should first "thoroughly understand" the teaching materials and understand the students' learning reality, and then choose or form effective teaching methods.

A good beginning is half the battle, and making a successful math classroom teaching design plays a vital role in the last successful class.