“…Even in a global setting, China's view on the objective of mathematics education keeps up with the current of time and basically corresponds to the popular thought that mathematics acquisition is for the purposes of practical application (Brez & Allen, 2016;Giardini, 2016;Gravemeijer et al, 2017;Österman & Brå ting, 2019;Siller, 2011;Sparrow, 2008;Sullivan, 2011;Sutton & Krueger, 2002;Wong et al, 2012). However, the real teaching practices in classroom seem to be off the trail of the principal purpose of mathematics education and actually do not overstep the boundary of the so-called "powerful knowledge" that simply stresses the deep conceptual understanding of mathematics (Golding, 2018). Meanwhile, it is interesting to note that certain features of China's view on mathematics education overlap with the ones of numeracy, including meaningful application in contexts and use of tools.…”