Comparative studies on mathematics learning of elementary school students between Canada and China has gained an increasing popularity in recent years.Based on the seven-year broader Reciprocal Learning Partnership Project in teaching education and school education between Canada and China,this study focuses on the presentations by Canadian and Chinese elementary school students on game-based learning of mathematics through Skype.Here,we observed the utterance,body language,behaviors,and interactions of the two countries students through which compare and further analyze their different ways of learning to advocate Chinese students scientific learning of mathematics and further promote the goal of reciprocal learning between Canada and China.This paper reveals that elementary students of the two countries are quite differentiated in their utterance,body language,behaviors,and interactions when they are taught mathematics through games.Accordingly,four findings are put forward by the study: Canadian and Chinese elementary school students maintain two different thinking models: abstract and concrete thinking; the consciousness of independent exploring are of different degree between the two countries elementary school students; they have various consciousness in the combination of school learning and real life; and their consciousness of summary after learning new knowledge is different.Generalization can not be guaranteed due to the small sample and the limited observation environment of this study,hence more attentions should be paid to the comprehensive future studies on the basis of Reciprocal Learning Partnership Project between Canada and China.However,this paper is of great significance in theorizing teaching practices of Canadian and Chinese mathematics teachers and then promote their teaching and elementary school students learning.