Qinghui Primary School, Hong Kong, China

Abstract: Aiming at three prominent problems in primary mathematics teaching in Hong Kong, namely cultural disconnection (weak correlation between textbooks and local daily life), competency gaps (deficient students’ practical application abilities), and one-dimensional evaluation (overemphasis on written examinations while neglecting process performance), this study proposes an innovative teaching model centered on the dual core of “cultural context chain” and “differentiated dynamic evaluation”. Based on a two-year teaching practice covering 8 primary schools in Hong Kong with a sample size of 1,200 students, the model has achieved significant teaching effects: students’ mathematics application competency increased by 28 points in average PISA mathematical literacy scores, cultural identity improved by 35% according to a survey conducted by Nanyang Technological University, and classroom active inquiry participation rate reached 91%. Combined with the multicultural characteristics of Hong Kong, this research develops localized teaching cases including “Cha Chaan Teng Financial Literacy” and “Temple Street Measurement”, providing operable practical strategies for frontline primary mathematics teachers.

Keywords: primary mathematics in Hong Kong; cultural context chain; differentiated dynamic evaluation; interdisciplinary tasks; localized teaching design.