数学项目学习在我国基础教育领域受到了广泛关注。已有研究对数学项目学习进行了理论分析和实践探究，认为数学项目学习对学生的知识、能力及非智力因素都有很大的促进作用，丰富了人们对于数学项目学习的概念内涵及其带来的积极影响的认识。但已有研究大都关注项目学习本身，且都是在“理想化的”、“弱应试的”状态中进行的，未考虑其存在的环境及开展该活动的前提和条件，尤其是很少涉及高中阶段的研究，更忽视了我国的高中阶段的应试背景。基于现实的需要，本研究将数学项目学习置于高考环境中，去探究其开展的适切性。

在理念上，高考数学命题的理念与数学项目学习自身的特点“不谋而合”，都重视对学生思维、创新力及问题解决能力的培养。但通过对高中数学教师的访谈，却发现高中数学项目学习的开展并未达到理想状态，存在着教师对数学项目学习的认识不清、数学项目学习的开展“形式化”、项目学习教学组织困难等很多现实问题。这反映了高中数学项目学习的开展在理念上的“适”和在现实操作上的“不适”。探索这种“不适”背后的原因，才是拉近数学项目学习“现实”到“理想”状态之间距离的关键。

访谈结果将问题的关键指向高考带来的现实矛盾。一方面，数学项目学习操作耗时耗力，学生需要花费大量的学习时间在搜集资料、合作交流及问题解决上，但学生在其中所学的知识有限，导致其教学效率较低，这与高考分数对教学效率的高要求相矛盾；另一方面，高中教师对高考分数的强烈追求占据了教师大片且有规律的时间，仅有部分零碎和散乱的时间供他们使用，而现有的教师培训缺少短小的、可移动学习且对学生数学成绩有益的项目学习资源，这种资源供需之间的不匹配，也是导致高中数学项目学习的开展状况不佳的重要原因。

因此，高中数学项目学习的发展要坚持继承“适”与改革“不适”并进。不仅要求高考数学要继承“既考知识也考素养”的命题理念，也要提高项目学习的教学效率，搜集并开发能够促进学生学习成绩的项目学习案例，吸取其经验，为教师的数学项目学习教学提供可参考的案例。

Mathematical project-based learning has received extensive attention in the field of basic education in China. Previous research has conducted theoretical analysis and practical exploration of mathematical project-based learning, indicating that it greatly promotes students' knowledge, abilities, and non-intellectual factors, enriching the understanding of the conceptual connotation of mathematical project-based learning and its positive impact. However, most existing studies focus on the learning itself, conducted in an "idealized" and "low-stakes" context, without considering the surrounding environment and the prerequisites and conditions for implementing such activities. Particularly, there is little research on the high school stage and a lack of consideration for the examination-oriented background in China's high schools. To address practical needs, this study examines the appropriateness of incorporating mathematical project-based learning into the context of college entrance examinations.

In terms of ideology, the philosophy behind college entrance examination mathematics aligns with the characteristics of mathematical project-based learning, as both emphasize the cultivation of students' thinking, innovation, and problem-solving abilities. However, through interviews with high school mathematics teachers, it was found that the implementation of mathematical project-based learning in high schools has not reached an ideal state. There are various practical issues, such as teachers' unclear understanding of mathematical project-based learning, formalization of project-based learning, and difficulties in organizing project-based learning instruction. This reflects the "fit" in ideology but "misfit" in practical implementation of mathematical project-based learning in high schools. Exploring the underlying reasons for this "misfit" is the key to bridging the gap between the "reality" and "ideal" states of mathematical project-based learning.

The interview results point to the practical contradictions brought by the college entrance examination. On the one hand, mathematical project-based learning is time-consuming and labor-intensive, requiring students to spend a significant amount of time on information gathering, collaboration, and problem-solving. However, the knowledge learned in this process is limited, resulting in lower teaching efficiency, which contradicts the high requirements for teaching efficiency in the college entrance examination. On the other hand, high school teachers heavily pursue high scores in the college entrance examination, occupying a large and regular portion of their time. They only have limited fragmented and scattered time available, and the existing teacher training lacks concise, mobile-learning project-based learning resources that benefit students' mathematical performance. This mismatch between resource supply and demand is also a significant reason for the unsatisfactory implementation of mathematical project-based learning in high schools.

Therefore, the development of mathematical project-based learning in high schools should adhere to the integration of inheritance and reform. It is necessary not only to inherit the proposition philosophy of the college entrance examination mathematics, which considers both knowledge and holistic education but also to improve the teaching efficiency of project-based learning. Collecting and developing project-based learning cases that promote students' academic performance, drawing lessons from them, and providing teachers with reference able cases for mathematical project-based learning instruction are crucial steps.