What are the historical causes of the "double basics" characteristics of Chinese mathematics education?

With the pace of history, this paper will explore the connotation, history, present situation, success and shortcomings of "double basics" mathematics education in China. Because "double-base" mathematics education, which pays attention to solid and systematic "basic knowledge and skills of mathematics", is a major feature of mathematics education in China. Chinese students have made great achievements in various examinations and ranked among the best in international mathematics proficiency tests, which should be attributed to the persistent "double-base" training in traditional teaching in China. This is our fine tradition, which needs to be inherited and carried forward. However, high-quality mathematics education must lay a solid foundation for students and cultivate their innovative spirit. On the basis of carrying forward the tradition, we should keep pace with the times and understand the "double basics" of mathematics. Our country has successful experience in "double-base" mathematics education, but there is also a shortage of "lack of innovation". There are many phenomena of "high scores but low ability" in mathematics education in China. It is also an indisputable fact that students have a good foundation but their innovation ability is low.