As a product of the dynamic interplay between society and its temporal-spatial context,textbook revisions reflect the evolution of educational philosophies and societal demands.With the promulgation of the Compulsory Education Mathematics Curriculum Standards(2022 Edition),the new primary school first-grade mathematics textbook published by Beijing Normal University wasofficially adopted in the autumn of 2024.In particular,the ″Comprehensive and Practical Activities″ domain has strengthened the connection between mathematical knowledge and real-life contexts by adding modules and restructuring its organizational logic,making it a crucial pathway for cultivating students′ core competencies and well-rounded development.However,in actual teaching practice,someteachers,constrained by temporal-spatial inertia,face issues such as ambiguousobjectives,superficial evaluations,and formalized activities in this domain.Taking ″Recording My Day″ from the ″Comprehensive and Practical Activities″ domain as an example,this study adopts a temporal-spatial sociological perspectiveto compare the differences between the old and new textbooks in terms of temporal and spatial changes,revealing the advantages of the new textbook:in the temporal dimension,it highlights qualitative and constructive features,while in the spatial dimension,it emphasizes social and structural characteristics.Based on these findings,instructional recommendations are proposed:reconstructing learningobjectives with a competency-oriented approach,integrating dynamic practice throughout task design,and optimizing evaluation mechanisms through temporal-spatial feedback.