Interdisciplinary Mathematics Lesson Study in Upper Primary School: A Learning Task Cluster-Based Approach

Abstract

With the deepening of educational reform, interdisciplinary learning task groups, as an emerg-ing teaching strategy, have been widely applied in primary school mathematics education to promote the comprehensive development of students' core competencies. This study selects the mathematics curriculum of the higher grades in primary school as the research object. By ana-lyzing the guiding principles of learning task groups in the "Compulsory Education Mathematics Curriculum Standards (2022 Edition)" (hereinafter referred to as the "New Standards"), and combining specific case studies, this research explores the value generation, structural logic, and implementation pathways of interdisciplinary learning task groups in mathematics teaching. The study finds that interdisciplinary learning task groups can effectively transform teachers' teaching literacy, expand classroom teaching perspectives, enrich teaching resources, and pro-mote the cultivation of students' logical thinking and practical abilities. This paper further pro-poses implementation pathways such as horizontal expansion, vertical introduction, cross-level linkage, and resource integration, aiming to provide an innovative teaching model for primary school mathematics education to achieve the integrated innovation and development of multiple disciplines in the era of quality education. The research results indicate that interdisciplinary learning task groups can not only enhance students' core mathematical competencies but also stimulate their interest in learning and innovative thinking, laying a solid foundation for the comprehensive development of students.