Recent standardized results from Ontario, Canada, indicate a modest improvement in elementary mathematics, with 64% of Grade 3 students meeting provincial standards, up from 61% the previous year. However, only 51% of Grade 6 students achieved the expected levels, suggesting a need for further improvement, especially as student interest in math declines with age. This research, part of a collaboration between Ontario and Chinese educators, highlights the strengths of Ontario's generalist teaching model, particularly in supporting diverse learning needs and granting teachers professional autonomy. Chinese mathematics specialists expressed admiration for these aspects and emphasized the importance of structured teacher collaboration, which is less prevalent in Ontario. The study advocates for Ontario educators to consider insights from Chinese methods, particularly the balance between exploration and consolidation in math teaching. Overall, the research suggests that curriculum improvements should be viewed as an evolving process, building on existing strengths while addressing identified challenges in collaboration and learning consolidation.