Cultural Narratives Empower Mathematics Teaching: A Case Study of Pascals Triangle in Journey to the West

Abstract

Addressing the dual challenges of negative student attitudes and high cognitive load in mathematics education, this paper explores the innovative application of cultural narrative in mathematics instruction, using the narrative of Journey to the West integrated with Pascals Triangle teaching as an example. This case study reframes learning tasks through the Peach Banquet Puzzle plot, leveraging dynamic visualization and interdisciplinary integration to reduce mathematics anxiety, promote deep understanding, and build a holistic knowledge perspective. Research demonstrates that cultural narratives can effectively stimulate learning interest, optimize cognitive load, and provide a practical path to addressing disciplinary fragmentation. It offers a practical model and insights for frontline teachers integrating local IP with mathematics instruction.