The introduction of the first chapter is divided into two sections. The first part expounds the value and function of mathematics curriculum standards and teaching materials research. The Curriculum Standard for Teacher Education stipulates the curriculum objectives in three aspects: belief and responsibility, educational knowledge and ability, and educational practice and experience, so that future primary school mathematics teachers can understand and be familiar with the relevant theories, contents and methods of primary school mathematics curriculum and textbooks, and prepare students for better acquiring the teaching ability of primary school mathematics teaching. As a primary school math teacher, we should deal with the relationship among students, teaching content and teachers. Teachers are the designers, organizers, guides and collaborators of teaching. Quality education emphasizes that teachers are the guides and promoters of students' learning. Classroom teaching should arouse students' learning enthusiasm, help guide students, and emphasize teachers' attention to reflection and cooperation with other educators. The basic objectives of the course range from "two basics" (basic knowledge and skills) to "four basics" (basic knowledge, basic skills, basic ideas and basic activity experience), and the teaching syllabus is clear.

The second chapter mainly describes the value concept of the course, the content of the course, the teaching and learning of mathematics course, the evaluation of mathematics teaching and the application of modern information technology. Mathematics teaching should face all students, meet the needs of students' personality development, let everyone get a good mathematics education, and let different people get different development in mathematics. The arrangement of curriculum content requires teachers to deal with three relationships: the relationship between process and result, the relationship between intuition and abstraction, and the relationship between direct experience and indirect experience. The organization of curriculum content should reflect hierarchy and diversity. The requirements of teachers' teaching methods should meet the requirements of quality education for teachers. Mathematics teaching evaluation should be diversified. Finally, teachers should rationally use modern information technology, pay attention to practical results, pay attention to the integration of information technology and curriculum content, use modern information technology to develop learning resources and improve teaching and learning methods.