Zhiting Lian,Shenghua Bao

Based on policy text analysis and semi-structured interviews with 12 front-line teachers, this paper sorts out the value, predicaments and improvement paths of interdisciplinary theme teaching in primary school mathematics. The research finds that the three major bottlenecks restricting its implementation are teachers' weak interdisciplinary awareness, the superficial implementation of the curriculum, and the single evaluation system. Therefore, strategies such as building a three-dimensional training chain of "region - school - individual", expanding resources within and outside the school, and establishing a dynamic evaluation mechanism combining process and result are proposed to enhance students' knowledge integration ability and comprehensive quality.

Primary school mathematics; Cross-disciplinary thematic teaching; Realistic context; Knowledge integration; Dynamic evaluation

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