Mathematics Curriculum Standards of China

Sun XiaotianSun XiaotianCentral University for Central University for

NationalitiesNationalities

Beijing, P.R.ChinaBeijing, P.R.China

Sunxiaotian@cun.edu.comSunxiaotian@cun.edu.com

5

6

3

4

12

7

9

10

8

20%

47%

96%

12

11

PrimaryPrimary

JuniorJunior

SeniorSenior

HigherHigher

EduEdu

Ⅲ

Ⅳ

Ⅱ

Ⅰ

Education SystemEducation System of Chinaof China

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Critical GradeCritical Grade

Framework (or Standards) Construction

The first one issued in 1950(The first one issued in 1950(StandardsStandards))

And then in 1956And then in 1956 、、 19631963 、、 1978 and 1986 1978 and 1986 ((frameworkframework) successively but irregularly ) successively but irregularly

The 1986 version revised in 1999The 1986 version revised in 1999

The latest version, Mathematics Curriculum The latest version, Mathematics Curriculum Standards(MCS), issued in Standards(MCS), issued in 2001(for Compulsory 2001(for Compulsory EducationEducation) and ) and 2003(for Senior Secondary2003(for Senior Secondary))

Key Factors for The New MCS

• Government guidingGovernment guiding

• Research projects supportResearch projects support

• Ideas of MCS’s working groupIdeas of MCS’s working group

1. Government Guiding

The National Curriculum Framework for The National Curriculum Framework for Primary and Secondary Education (NCF)Primary and Secondary Education (NCF)

—Issued by the State Ministry of Issued by the State Ministry of Education(2000)Education(2000)

Main Principles of NCF

The process of acquiring knowledge should be the process of forming the view of value as well

Content should be associated with social life and keeping attention on students' interests and practices

Students should be encouraged to take active participation in investigation, field work, communication and cooperation

The adopted curriculum structure is to The adopted curriculum structure is to be synthetic, balanced and optionalbe synthetic, balanced and optional

Assessment aimed at helping students Assessment aimed at helping students build their self-awareness and self-build their self-awareness and self-confidence and improving teaching confidence and improving teaching

NCF’s key sentence is:

Developing students’ life-long desire for learning and learning capability

2. Research Projects

The relations of society needs The relations of society needs and math curriculumand math curriculum

The relations of math science and The relations of math science and school mathematicsschool mathematics

The relations of math study and the The relations of math study and the healthy development of a student’s healthy development of a student’s body and mindbody and mind

How the students learn mathematics How the students learn mathematics

Understanding the trend and Understanding the trend and characteristics of international math characteristics of international math curriculacurricula

— Most of the project’s outcomes are Most of the project’s outcomes are included in a two volume collection:included in a two volume collection: The 21The 21stst-century view for the math -century view for the math education in China(1999)education in China(1999)

The content of school mathematics should The content of school mathematics should be meaningful, realistic and challenging be meaningful, realistic and challenging

The content should come with the The content should come with the processes that produce itprocesses that produce it

All students should learn mathematics, and All students should learn mathematics, and school mathematics should be essential, school mathematics should be essential, valuable, and appropriate to students’ need valuable, and appropriate to students’ need of learningof learning

3. Ideas of MCS’s of the Working Group

Math teaching should take into the Math teaching should take into the consideration of the students’ personal consideration of the students’ personal knowledge and experiencesknowledge and experiences

Practice, independent investigation as Practice, independent investigation as well as cooperation should be an well as cooperation should be an important way for students to important way for students to understand and grasp the math understand and grasp the math

In the math classroom, not only the In the math classroom, not only the teacher play a key role but also teacher play a key role but also students play their partsstudents play their parts

Math curriculum should Math curriculum should integrate the modern integrate the modern

informatics technologyinformatics technology

Assessment is aimed at helping Assessment is aimed at helping students build their self-awareness students build their self-awareness and self-confidence, and helping and self-confidence, and helping teachers to improve their teachingteachers to improve their teaching

MCS Participants Mathematics professorsMathematics professors

Mathematics educatorsMathematics educators

Mathematics teaching field practice coordinatorsMathematics teaching field practice coordinators

Classroom teachers, most being expert Classroom teachers, most being expert teachersteachers

70%70%

30%30%

Two Groups in MCS

Compulsory Education Compulsory Education

Senior secondary EducationSenior secondary Education

ToTo design MSC is design MSC is to carry out a research project.

Selection of the Group

The MCS project is open to all interested research groups

The state ministry of education decides the qualified participant groups

The ministry may reorganize the group if necessary

e.g. The group for senior is a reorganized one

Before the MSC becomes official(compulsory version as an example)

For feedback, the MSC’s blueprint was published in eight different magazines specialized in education and mathematics

10000 copies of the draft version(with questionnaire paper) were also distributed for feedback

The whole country was divided into 9 parts, and three professionals invited for each part to hear feedback

Invited several academic members of China Scientific Academy and university presidents to hear feedback

……

The Structure of MCSThe Structure of MCS

Stage Objectives

Space &

Figures

Basic Rationale

Design Consideration

Overall Objectives

Numbers &

Algebra

Statistics &

Probability

Practical Activities&

Integrated Applications

Evaluation Recommendations

Teaching Recommendations

Teaching Materials Editing Recommendations

Compulsory Compulsory EducationEducation

Overall Objectives

Stage Objectives

Basic Rationale

Design Consideration

Optional Curriculum Optional Curriculum Compulsory CurriculumCompulsory Curriculum

Evaluation Recommendations

Teaching Recommendations

Teaching Materials Editing Recommendations

Math 2

Math 2

Senior Secondary education

Math 1

Math 1

Series1

Series1

Math 4

Math 4

Math

5 Math

5 Math

3 Math

3 Series

2Series

2Series

3 Series

3 Series

4 Series

4

Achievement and Progress Until now, there are 21 different experimental version Until now, there are 21 different experimental version

textbook series in usetextbook series in use Six for primary level, nine for junior secondary, six for senior Six for primary level, nine for junior secondary, six for senior

secondary.secondary.

In 2001, these textbooks were used In 2001, these textbooks were used for about 1% of all students in the about 1% of all students in the countrycountry

The new textbook series have been used The new textbook series have been used for their all Grade Nine students (senior) for their all Grade Nine students (senior) in 5 provinces.in 5 provinces.

Starting from the fall of 2005, all the Starting from the fall of 2005, all the primary & junior secondary schools primary & junior secondary schools have adopted the new textbook have adopted the new textbook series for the beginning grades.series for the beginning grades.

Main Difficulties in the Process of Implementation Teachers’ trainingTeachers’ training

The singleness of the reference The singleness of the reference frameframe

Lack of meaningful teaching materialLack of meaningful teaching material

In teaching, more emphasis on In teaching, more emphasis on imitation than on investigationimitation than on investigation

Carrying out the philosophies for Carrying out the philosophies for assessment and examinationassessment and examination

Debate

Realistic vs formal: more or less the traditional teaching system: stronger or

weaker The speed of implementing: quick or slow Being scrupulous(conscientious and exact)

or being active – Can the balance be kept? “Two basics” (basic knowledge and skill

s): stronger or weaker

Revision Ongoing(only the compulsory version )

Over 1000 questionnaires received Over 1000 questionnaires received from among the teachers in April, 2003from among the teachers in April, 2003

1st revision carried out during 1st revision carried out during Oct,2003-June,2004 Oct,2003-June,2004

2nd revision starting from April,20052nd revision starting from April,2005

The publication of the revised one isThe publication of the revised one is scheduled for the end of 2005scheduled for the end of 2005

ThanksThanks