Constructivist teaching philosophy holds that learning is a process in which students actively construct knowledge, rather than passively accepting or absorbing knowledge. However, the traditional mathematics teaching is often injecting and tactical, and one of its main shortcomings is that it ignores the subjective initiative of learners and the fact that learners are the main body of the learning process. The constructivist view of mathematics teaching emphasizes the constructiveness of learning situations, that is, the logical constructiveness of mathematics textbooks must conform to the students' psychological development level; It is emphasized that teachers should encourage students to think independently, accept each student's different ideas of doing problems, and learn to affirm each student's natural learning ability. It is emphasized that teachers should actively create problem-solving scenarios for students, so that students can guess, discover laws, draw conclusions, prove and popularize through observation, experiment and induction. Only when students construct their own mathematical understanding through their own thinking can they really learn mathematics well. Candidates are advised to systematically sort out the professional knowledge that may be obtained in the post before the interview, and master the most basic and key knowledge points. Although some knowledge may not be used in practical work, the mastery of professional knowledge can reflect a person's attitude towards study, work and even handling things.

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