Seoul Seowon Elementary School, Seoul Special City, South Korea

Abstract: Aiming at the prominent problems in traditional primary mathematics classrooms, including students’ difficulty in understanding abstract mathematical concepts and low classroom participation, this study constructs an innovative teaching system centered on life-oriented inquiry and cultural context integration. Three localized teaching cases are designed: interdisciplinary measurement practice, folk-custom-based mathematical narration, and dynamically generated problem-solving teaching. Based on classroom practices in three primary schools in Seoul with a sample size of 152 students, the empirical results verify that the proposed teaching model can effectively improve students’ mathematics learning interest (increased by 37%), practical problem-solving ability (class task completion rate reached 92%), and local cultural identity. This research emphasizes that frontline mathematics teachers should act as curriculum resource translators, transform local cultural elements into effective mathematics learning carriers, and promote the cultivation of students’ core mathematical competencies in primary school classrooms.

Keywords: life-oriented teaching; cultural context; dynamic generation; classroom innovation; primary mathematics