Interdisciplinary Teaching of English and Mathematics from the Perspective of Subject Mutual Learning: A Study on Practical Pathways

研究针对基础教育中数学与英语学科割裂导致学生思维迁移困难及核心素养发展受阻的问题，以《中国教育现代化2035》战略为导向，通过构建数学逻辑与语言认知的跨学科框架，进行系统性跨学科教学策略的实践路径研究。新课标强调学科协同育人，但现有研究多局限于局部知识点结合，缺乏系统性跨学科策略。本研究旨在探索数学思维与英语教学的深度融合路径，构建基于数学逻辑的语言认知框架，破解传统教学中思维培养不足的困境，助力学生核心素养发展。This study addresses the fragmented instruction between mathematics and English disciplines in basic education, which hinders students’ cognitive transfer and impedes the development of core competencies. Guided by the strategic objectives outlined in “China’s Education Modernization 2035”, the research establishes an interdisciplinary framework integrating mathematical logic and linguistic cognition to systematically investigate practical pathways for cross-disciplinary pedagogical strategies. While the new curriculum standards emphasize interdisciplinary collaborative education, existing studies predominantly focus on superficial connections between disciplinary knowledge points, lacking comprehensive cross-disciplinary strategic design. The present research aims to explore deep integration pathways between mathematical thinking and English language instruction, construct a language cognitive framework grounded in mathematical logic, and address the inadequacies in cognitive skill development within traditional pedagogical approaches. Ultimately, this investigation seeks to establish a theoretical foundation and practical paradigm for enhancing students’ core competencies through interdisciplinary education innovation.