Case Study on the Integration of Teaching, Learning and Assessment in Primary School Mathematics Classrooms
Lu wang

Chongqing Science City of Kangju West Town Primary School, Chongqing, 401332;

Abstract：In the context of educational modernization and curriculum reform, the integration of teaching, learning, and assessment has become a crucial focus in primary school mathematics education. Traditional instructional models often separate these three components, leading to a disconnection between teaching objectives, learning processes, and evaluation outcomes. This study explores the practical strategies, challenges, and effectiveness of integrating teaching, learning, and assessment through a case study conducted in a primary school mathematics classroom. Drawing upon classroom observations, student performance analysis, and teacher interviews, the study reveals that integration promotes deeper learning, enhances student engagement, and supports formative assessment for improvement. However, it also identifies limitations in teachers’ assessment literacy and classroom time allocation. The paper proposes a framework emphasizing goal alignment, formative feedback, and data-informed reflection to strengthen the teaching–learning–assessment cycle. The findings contribute to the optimization of mathematics teaching practices and offer valuable insights for educators seeking to implement holistic evaluation systems in primary education.

Keywords: teaching–learning–assessment integration; primary school mathematics; formative assessment; classroom practice; case study

References

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