Research on the Phenomenon of Acceleration in Mathematics during the Primary Period in China

Abstract

Mathematics education plays a pivotal role in the learning process of primary school students, significantly influencing their numerical comprehension, logical thinking abilities, and the development of their worldviews, life perspectives, and values. However, as social progress accelerates and the concept of "accelerated education" becomes more prevalent, there is an increasing concern regarding the impact of acceleration in mathematics learning in primary schools on children's overall development. However, there is a gap in academic research. Based on existing literature, this paper reveals that acceleration in mathematics learning in the primary period deviates from children's cognitive developmental patterns and hampers their proximal development to some extent. Moreover, it does not foster long-term growth in rational thinking skills or scientific spirit and intelligence. This study proposes several suggestions to address this phenomenon effectively, like encompassing innovative teaching methods, improving teaching content, and interdisciplinary evaluation approaches. These recommendations include selecting appropriate teaching materials and cultivating a classroom environment that encourages questioning. The aim is to provide essential theoretical foundations for national policymakers while harnessing the potential of mathematics education to bridge existing academic gaps.