Chinese Mathematics Curriculum Reform in the 21st Century: A Review

Abstract

This article provided a comprehensive review of the most recent mathematics curriculum reform in the early 21st century in China. Three components of curriculum reform were identified. The developmental process, the content and implementation of Chinese mathematics curriculum standards, constituted the most important second level of description of a curriculum reform which could reflect the first level (overall societal level) and decide the third level (classroom practice level). It could be the first fundamental step to provided helpful insight to understand the curriculum reform within a certain culture. At last, the future direction of mathematics curriculum reform in China was introduced.

Teachers’ Views towards Changes in Curriculum and the Use of Real-Time Big Data in Statistics Education

“…It has to be suited with the current needs so that it is able to equip the students with the ability to apply this statistics knowledge in their daily life. A literature on the comparisons between As for Australia and China, both are set on clear objective for statistics and probabilities topics which are referring to the importance of statistical methods, expanding the idea of statistical analysis, and embracing the statistical thinking phenomenon (Australian Curriculum, 2015;Wang et al, 2017). On the opposite, statistics education curriculum in Malaysia, statistical thinking is not clearly highlighted as a skill that needs to be mastered.…”

“…Statistics curriculum in China should be used as a reference. The approach in Mathematics education in China has attracted interests not just from education communities, but from other parties worldwide as well (Wang et al, 2017). Ma-thematics Curriculum Standards for Full-time Compulsory Education (MCSFCE) that is being implemented in China is also focusing highly on statistics and probabilities.…”

“…Through MCSFCE, Statistics and Probabilities is stated as Mathematical literation that is needed for every member of a modern society. Hence, the changes in delivery approach is done by delivering the statistics knowledge through priority sequencing of statistics, probabilities, and calculation methods (Wang et al, 2017). The arrangements of statistics curriculum in Singapore are also based on the same approach which is through priority sequencing from statistics to calculation.…”

“…Appropriate use of term able to let the users of the curriculum documents, especially the teachers, to be clear on the main objective of teaching and learning statistics. Comparing to the situation in Australia and China, the overall objective for statistics and probabilities in the countries' education curriculum is clearly referring to the importance of statistical methods, expanding statistical idea analysis, and through statistical thinking phenomenon (Australian Curriculum, 2015;Wang et al, 2017). Teachers will be more aware on conducting teaching and learning that is focusing more on statistical thinking development in students that is suited with the global recommendations in statistics education.…”

The Latest Characteristics of Mathematics Education Reform of Compulsory Education Stage in China

“…For example, although Wang etc. reviewed the recent progress in the reform of mathematics curriculum in China in the early 21 st century and introduced the Compulsory Education Mathematics Curriculum (2001 edition, 2011 edition) [8], more in-depth research needs to be done.So this paper will analyze and elaborate on it according to the new edition of MCSCES issued in 2011.…”