<p>To address global challenges in mathematics education, China’s recent mathematics curriculum reform proposes a systematic framework that integrates big ideas, structured curriculum content, and big unit teaching. This framework aims to enhance conceptual coherence and foster deep learning, representing a significant departure from the traditional emphasis on basic skills and subject knowledge in classroom teaching. This review critically examines how these reformed elements interact in classroom practice to effectively implement big ideas, develop students’ key competencies, and respond to local educational needs. We analyzed research literature and policy documents within the context of Chinese mathematics education from&#xa0;China Academic Journal Network Publishing Database (CNKI). Two main findings were derived. First, big ideas can be categorized into three distinct types: life big ideas, interdisciplinary big ideas, and disciplinary big ideas. Second, when combined with big-unit teaching, a structured curriculum serves as a practical mechanism for implementing big ideas in mathematics instruction. By examining China’s mathematics reforms within the global discourse, this research provides actionable strategies for educators, policymakers, and researchers seeking to implement big ideas across diverse educational settings. Furthermore, the findings contribute to advancing the global debate on mathematics education reform by addressing critical issues of both theoretical coherence and practical implementation challenges.</p>