Haoxing Middle School, Taipa District, Macao, China

Abstract:Targeting three core dilemmas in Macao’s junior high school mathematics teaching, namely the weakening of cultural identity (insufficient integration of Chinese and Western mathematics history), disconnection of knowledge transfer ability (deficiencies in cross-scenario application), and single-dimensional evaluation (overemphasis on written examinations while neglecting learning processes), this paper proposes an innovative teaching model centered on the "local cultural situational chain" and "AI dual-track evaluation system". Based on a two-year teaching practice covering 6 Macao schools with a sample size of 1,152 students, the proposed model effectively improves students’ mathematics application ability (PISA mathematics literacy scores increased by 32 points), cultural identity (a 41% improvement according to a survey by Nanyang Technological University), and higher-order thinking development (classroom inquiry participation rate reached 93%). Rooted in Macao’s strategic vision of "Prospering Macao through Education and Empowering Macao through Talents", this research develops school-based cases including "Geometric Exploration of Portuguese-Style Pavement Tiles" and "Measurement Codes of World Heritage Sites", providing operable practical strategies for frontline mathematics teachers.

Keywords: Macao junior high school mathematics; cultural situational chain; AI-assisted teaching; dual-track evaluation; interdisciplinary inquiry