Research on Teaching Strategies for Project-Based Learning in Upper Elementary School Mathematics Culture

Abstract

This study focuses on teaching strategies for project-based learning (PBL) in upper elementary school mathematics culture, aiming to explore how mathematics culture can be better integrated into upper elementary mathematics teaching through PBL. The research first analyzes the basic concepts of mathematical culture and its current status in elementary education, combining it with the theoretical foundations of PBL to propose effective teaching strategies. These include the design and implementation of projects based on mathematical cultural themes, and promoting students' autonomous exploration and collaborative learning. By designing and implementing culturally relevant mathematical projects, the study observes and analyzes students' learning performance and cultural literacy enhancement. The findings reveal that PBL improves students' understanding and interest in mathematical culture while fostering their independent learning and teamwork skills. This research offers targeted strategies and practical paths, providing valuable references for educators.