Mathematics Matters Xu Jiangyong Math Education in China #Maths Matters

2 Achievements China’s position in the last 10 International Mathematical Olympiad Year Rank Shanghai ranked 1st at the 2009 and 2012 PISA Tests “Mr. Schleicher says the unpublished results reveal that pupils in other parts of China are also performing strongly.” (China: The world's cleverest country? BBC News, May 8, 2012)

3 Achievements Math and Science Education in a Global Age: What the U.S. Can Learn from China (A report prepared by the Asia Society of the USA), named the following aspects: national standards and aligned instruction curriculum design rigorous and ongoing preparation of math teachers examinations time and academic focus

4 Achievements The Shanghai Secret: its ability to execute more of these fundamentals in more of its schools more of the time: a deep commitment to teacher training, peer-to-peer learning and constant professional development a deep involvement of parents in their children's learning an insistence by the school's leadership on the highest standards a culture that prizes education and respects teachers (The Shanghai Secret, Thomas L. Friedman, New York Times, October 22, 2013)

5 Social Context TIMSS (Trends in International Mathematics and Science Study) 2011 International Results in Mathematics: “IEA (International Association for the Evaluation of Educational Achievement) studies in mathematics through four cycles of TIMSS have found a strong positive relationship between students’ mathematics achievement at the fourth and eighth grades and home environments that foster learning.”

6 Social Context Education is highly valued. Math is regarded as the most important subject. Teachers are highly respected. The society lays a solid foundation for mathematics education in China, but the students’ motivation to learn is basically external.

7 Accountability Party committees and governments at all levels are required to guarantee priority to education in local socio-economic development plans, financial arrangements, and public resource allocation. Government officials are appointed by the Party ， and school principals by the bureau of education/Party. Merit pay for teachers. Satisfaction measurement.

8 Accountability Education in China is basically evaluation-oriented. schools lack vitality and diversity. “Further separating government functions from school management and detaching school governance from school operation.” ---- Outline of China’s National Plan for Medium and Long-term Education Reform and Development ( )

9 In- Service Teacher Training Math teachers are usually normal school /university graduates with degrees in math. Students are taught by specialist math teachers at the very beginning of their schooling. No less than 360 hours of training in a 5-year period. 5% of school public spending budget should be earmarked for professional development.

10 In- Service Teacher Training Professional Development Organization The National Institute of Education Sciences (NIES) The Institute of Educational Research and Teacher Training (IERTT) : Educational research Teacher training Students’ academic achievement assessments “Mathematics Education Researchers”

11 In- Service Teacher Training District/County Based Training textbook analysis students’ academic achievement analysis teaching competitions classroom observations workshops seminars experiments and researches

12 In- Service Teacher Training School Based Training prepare lessons together observe colleagues teach mentoring

13 In- Service Teacher Training The characteristics of high-quality professional development: offered for a longer duration and greater frequency involves teachers directly for more hours in active, engaged learning activities and environments focused on a particular content area, such as geometry or astrophysics, and allows teachers to gain

14 In- Service Teacher Training knowledge on how to teach the content to their students coherent to teachers’ needs and circumstances involves teachers learning from their peers through collective participation (Laura Desimone, Current Models for Evaluating Effectiveness of Teacher Professional Development, Recommendations to State Leaders from Leading Experts, Summary Report of a CCSSO Conference, 2008, the Council of Chief State School Officers)

15 New Challenges & Opportunities Curriculum Reform “Two Basics”: basic knowledge and basic skills. “Four Objectives”: basic knowledge, basic skills, basic thinking methods, and basic activity experiences. Education stakeholders must reach a consensus on the definition of good mathematics education.

16 New Challenges & Opportunities Equity: Balanced Development of Compulsory Education Outline of China’s National Plan for Medium and Long- term Education Reform and Development ( ): “Run every school well, and bring the best possible education to every student. ” Opinions on Further Enhancing the Balanced Development of Compulsory Education (State Council, 2012): Education in 65% of all counties will be basically balanced by 2015, and 95% by 2020.

17 Thank You!