Different cultures with their own advantages and disadvantages, rather than oppositional, are complementary and interrelated. As mainstream of international research is frequently from a ‘Western’ perspective and under a ‘Western’ criterion, to avoid a fragmented view, in this paper, we attempted to give an “insider’s perspective” of an “indigenous” pedagogical practice. This “indigenous” practice, appearing rarely in the West, is typically regarded as a natural strategy to deepen the understanding in local curriculum as a daily routine. The practice, namely, variation problems, are known widely in Chinese mathematics curricula as “One Problem, Multiple Solutions” (OPMS, 一題多解 ， varying solutions), “Multiple Problems, One Solution” (MPOS,多題一解, varying presentations), and “One Problem, Multiple Changes” (OPMC,一題多變，varying conditions and conclusions). This paper critically looks into the “indigenous” practice, its theoretical implications, and its cultural grounds, including the goal of examination, the goal of the national curricula, and the goal of pedagogy. It might enable us to see which parts of educational processes the different educational systems can learn from each other in a more integrative perspective.