Gangqing Bilingual Primary School, Shatin District, Hong Kong, China

Abstract: Targeting three core problems in primary mathematics teaching in Hong Kong, namely cultural disconnection (weak correlation between textbook content and Hong Kong’s real life), competence gaps (deficient students’ mathematical application ability), and monotonous evaluation (overemphasis on written examinations while neglecting process assessment), this paper proposes an innovative teaching approach centered on the dual mechanisms of "local cultural situation chains" and "hierarchical dynamic evaluation system". A two-year teaching practice covering 8 primary schools in Hong Kong (sample size n=1,200) verifies that this model effectively improves students’ mathematical application ability (PISA mathematics literacy scores increased by 28 points), cultural identity (a 35% improvement), and learning interest (active inquiry rate reaching 90%). Grounded in the new curriculum reform orientation of Hong Kong, this research develops school-based cases such as "tea restaurant financial management" and "Temple Street measurement", providing operable practical strategies for frontline mathematics teachers in Hong Kong.

Keywords: Hong Kong primary mathematics; cultural situation; hierarchical evaluation; interdisciplinary tasks; school-based design