The mathematics curriculum in the compulsory education stage should emphasize the foundation, popularization and development, so that mathematics education can face all students.

Students' mathematics learning content should be realistic, meaningful and challenging. Tolerance is conducive to students' active observation, experiment, guessing, verification, reasoning and communication.

Content should be presented in different ways to meet diverse learning needs. Effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics.

Because of the different cultural environment, family background and their own way of thinking, students' mathematics learning activities should be a lively, proactive and personalized process. ?

In order to reflect the integrity of the mathematics curriculum in the compulsory education stage, the Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as? "Standard") has comprehensively considered the curriculum content for nine years; At the same time, according to the physiological and psychological characteristics of children's development, the nine-year study time is divided into three stages: the first stage (1 ~ 3 grades), the second stage (4 ~ 6 grades) and the third stage (7 ~ 9 grades).