Teaching Strategies for Promoting Student Engagement in Primary Mathematics Classrooms in China: A Case Study

Rui Guo; Qiang Li

doi:10.62177/jetp.v3i2.1333

Authors

Rui Guo Northwest Normal University
Qiang Li Northwest Normal University

DOI:

https://doi.org/10.62177/jetp.v3i2.1333

Keywords:

Primary Mathematics Classroom, Student Engagement, Teaching Strategies, Case Study, China, Asia-Pacific Education

Abstract

Student engagement is a critical predictor of learning outcomes in primary mathematics. However, low classroom engagement remains a persistent challenge in Chinese primary mathematics instruction, particularly under the Double Reduction policy This qualitative case study selected two fourth-grade mathematics classes in a public primary school in East China to examine how targeted teaching strategies influence student engagement. Data were collected through classroom observations, semi-structured student interviews, and teacher reflective journals. Three effective approaches were identified: life-based situational teaching, small-group interactive cooperative learning, and hierarchical progressive task design. Preliminary data indicated that implementing these strategies was accompanied by improved student engagement (behavioral, emotional, cognitive), reduced off-task behaviors, and increased learning confidence. This study clarifies implementation paths and optimization suggestions for primary mathematics classrooms in China, offering actionable references for mathematics educators and researchers in the Asia-Pacific region.

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