Aoba Elementary School, Tokyo, Japan

Abstract:​ The 2020 revised Course of Study for Elementary School Mathematics in Japan established three core educational pillars: "knowledge and skills, thinking and judgment and expression, and learning attitude/personality." It emphasizes that primary school mathematics should rely on experiential, life-oriented, and activity-based teaching to help students build mathematical cognition, develop mathematical thinking, and form an attitude of actively applying mathematics. Length measurement instruction in the lower grades of Japanese primary schools has long suffered from typical shortcomings: students mechanically memorize unit conversions, their sense of measurement remains abstract and weak, hands-on experiences are singular, and individual cognitive differences are difficult to accommodate. This has led to a widespread learning disconnect of "able to calculate, but unable to estimate, and not knowing how to apply."

To address the virtualization of measurement sense instruction in lower grades, this paper takes the core content of Japanese third-grade primary school, "Measurement of Length" (Naga no sokutei), as the(carrier). It innovatively introduces lightweight AI-assisted teaching methods, relying on AI image recognition, scale comparison deduction, personalized error tracing, and experiential task adaptation functions, to construct a brand-new classroom paradigm of "life observation → AI concrete empowerment → hands-on practice → cognitive correction → application and expansion." Based on the actual frontline teaching scenarios in Japanese primary schools, this paper fully presents the innovative classroom design, tiered experiential activities, AI integration details, classroom generation effects, and teaching iteration reflections. The entire process aligns with the literacy orientation of the Japanese curriculum standards and the characteristics of small-class teaching, providing a practical reference for experiential teaching, intelligent integrated classroom reform, and measurement sense cultivation in Japanese primary school mathematics.

Keywords: Japanese primary school mathematics; experiential learning; AI teaching integration; measurement sense cultivation; length measurement; classroom teaching case