Exploring the Implementation Path of Teaching-Learning-Assessment in Teaching Maths in Primary School

Abstract: In recent years, the integration of teaching-learning-assessment in primary mathematics has become a hot topic. In this paper, the current situation of the integration of teaching-learning-assessment in primary mathematics classrooms is discussed in depth, and its importance and challenges in the current education system are summarised. The study found that when teachers set teaching objectives, design teaching processes and conduct teaching evaluation, there are problems such as unclear teaching objectives, insufficient student participation and single evaluation means. These problems hinder the development of teaching-learning-evaluation integration and affect the quality of teachers teaching and the cultivation of students comprehensive quality. The study analyses the reasons affecting the integration of teaching-learning-assessment and proposes multi-level implementation paths, including setting reasonable teaching goals, adopting reverse design, constructing a multi-dimensional evaluation system, and establishing a multi-party collaborative educational ecosystem. These paths help promote the close integration of teaching objectives, teaching process, and teaching evaluation, and improve students learning outcomes and core competencies. By integrating assessment into the teaching process, teachers are able to adjust their teaching strategies more flexibly to meet the needs of different students, ultimately realising a student-centred education model. It provides a theoretical basis and practical suggestions for promoting the integration of teaching-learning-assessment in primary mathematics classrooms.