1. The mathematics curriculum in the compulsory education stage should emphasize the foundation, popularization and development, make mathematics education face all students, and realize:

Everyone learns valuable mathematics;

Everyone can get the necessary mathematics;

-Different people get different development in mathematics.

2. Mathematics is an indispensable tool for people's life, work and study, which can help people to process data, calculate, reason and prove, and mathematical models can effectively describe natural and social phenomena; Mathematics provides language, ideas and methods for other sciences, and is the foundation of all major technological developments; Mathematics plays a unique role in improving people's reasoning ability, abstract ability, imagination and creativity. Mathematics is a kind of human culture, and its content, thought, method and language are important components of modern civilization.

3. Students' mathematics learning content should be realistic, meaningful and challenging, which is conducive to students' active observation, experiment, guess, 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. 4. Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teachers should stimulate students' enthusiasm for learning, provide them with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematical activities. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning.

5. The main purpose of evaluation is to fully understand the students' mathematics learning process, motivate students' learning and improve teachers' teaching; An evaluation system with multiple evaluation objectives and methods should be established. The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay attention to their learning process; We should pay attention to students' mathematics learning level, and pay more attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence.

6. The development of modern information technology has a great influence on the value, goal, content and the way of learning and teaching of mathematics education. The design and implementation of mathematics curriculum should attach importance to the application of modern information technology, especially the influence of calculators and computers on the contents and methods of mathematics learning, vigorously develop and provide more abundant learning resources for students, take modern information technology as a powerful tool for students to learn mathematics and solve problems, and devote themselves to changing students' learning methods, so that students are willing and have more energy to invest in realistic and exploratory mathematics activities.