Jinchang Pan

Zhuxiuyuan Central Primary School, South District, Zhongshan City

Abstract：

To solve the school-level dilemma of implementing interdisciplinary mathematics learning, we take the “Three Abilities” of mathematical key competence as the core, foregrounding the “double logic” of disciplinary structure and everyday life. The curriculum is engineered through “three progressions”: horizontally weaving an “expansion chain” of integration, vertically forging a “deepening chain” of cognition. A “four-agent synergy” guarantee mechanism is built, and the whole is driven by a “five-step” process. The model significantly raises students’ ability to solve authentic, complex problems with multidisciplinary knowledge and nurtures innovation, offering a systematic, replicable school paradigm for deepening reform in primary mathematics.

Key Words：

interdisciplinary project learning; primary mathematics; key competence; practical pathway