This Major Paper compares origami-based mathematics school activities in North America and China. It introduces the current situation of the use of origami in mathematics classes to identify the similarities and differences of using origami as a teaching approach in these two regions. The Paper also attempts the analysis from various perspectives, including mathematics reform, mathematics learning system and environment, as well as the benefits of using origami in mathematics class, and how it relates to students’ mathematics achievement. Both North American and Chinese mathematics educators’ focus on integrating origami into middle schools’ mathematics classes can be found in the study.Some same or similar origami activities are used in the two regions; however, origami in Chinese classes is more often used as an auxiliary teaching activity, while teachers in North America also teach origami itself such as modular origami
