Mathematics Curriculum Standards of China Sun Xiaotian Central University for Nationalities Beijing, P.R.China

% 47% 96% Primary Junior Senior HigherEdu Ⅲ Ⅳ Ⅱ Ⅰ Education Systemof China Education System of China Grade Compulsory education Critical Grade

Framework (or Standards) Construction The first one issued in 1950(Standards) The first one issued in 1950(Standards) And then in 1956 、 1963 、 1978 and 1986 (framework) successively but irregularly And then in 1956 、 1963 、 1978 and 1986 (framework) successively but irregularly The 1986 version revised in 1999 The 1986 version revised in 1999 The latest version, Mathematics Curriculum Standards(MCS), issued in 2001(for Compulsory Education) and 2003(for Senior Secondary) The latest version, Mathematics Curriculum Standards(MCS), issued in 2001(for Compulsory Education) and 2003(for Senior Secondary)

Key Factors for The New MCS Government guiding Government guiding Research projects support Research projects support Ideas of MCS ’ s working group Ideas of MCS ’ s working group

1. Government Guiding The National Curriculum Framework for Primary and Secondary Education (NCF) The National Curriculum Framework for Primary and Secondary Education (NCF) — Issued by the State Ministry of 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 be synthetic, balanced and optional The adopted curriculum structure is to be synthetic, balanced and optional Assessment aimed at helping students build their self-awareness and self-confidence and improving teaching Assessment aimed at helping students build their self-awareness and self-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 and math curriculum The relations of society needs and math curriculum The relations of math science and school mathematics The relations of math science and school mathematics The relations of math study and the healthy development of a student ’ s body and mind The relations of math study and the healthy development of a student ’ s body and mind

How the students learn mathematics How the students learn mathematics Understanding the trend and characteristics of international math curricula Understanding the trend and characteristics of international math curricula — Most of the project ’ s outcomes are included in a two volume collection: The 21 st -century view for the math education in China(1999) The 21 st -century view for the math education in China(1999)

The content of school mathematics should be meaningful, realistic and challenging The content of school mathematics should be meaningful, realistic and challenging The content should come with the processes that produce it The content should come with the processes that produce it All students should learn mathematics, and school mathematics should be essential, valuable, and appropriate to students’ need of learning All students should learn mathematics, and school mathematics should be essential, valuable, and appropriate to students’ need of learning 3. Ideas of MCS’s of the Working Group

Math teaching should take into the consideration of the students ’ personal knowledge and experiences Math teaching should take into the consideration of the students ’ personal knowledge and experiences Practice, independent investigation as well as cooperation should be an important way for students to understand and grasp the math Practice, independent investigation as well as cooperation should be an important way for students to understand and grasp the math In the math classroom, not only the teacher play a key role but also students play their parts In the math classroom, not only the teacher play a key role but also students play their parts

Math curriculum should integrate the modern informatics technology Math curriculum should integrate the modern informatics technology Assessment is aimed at helping students build their self-awareness and self- confidence, and helping teachers to improve their teaching Assessment is aimed at helping students build their self-awareness and self- confidence, and helping teachers to improve their teaching

MCS Participants Mathematics professors Mathematics professors Mathematics educators Mathematics educators Mathematics teaching field practice coordinators Mathematics teaching field practice coordinators Classroom teachers, most being expert teachers Classroom teachers, most being expert teachers 70% 30%

Two Groups in MCS Compulsory Education Compulsory Education Senior secondary Education Senior secondary Education

To design MSC is To 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 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 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 Education

Overall Objectives Stage Objectives Basic Rationale Design Consideration Optional Curriculum Compulsory Curriculum Evaluation Recommendations Teaching Recommendations Teaching Materials Editing Recommendations Math 2 Senior Secondary education Math 1 Series 1 Math 4 Math 5 Math 3 Series 2 Series 3 Series 4

Achievement and Progress Until now, there are 21 different experimental version textbook series in use Until now, there are 21 different experimental version textbook series in use Six for primary level, nine for junior secondary, six for senior secondary. Six for primary level, nine for junior secondary, six for senior secondary. In 2001, these textbooks were used about 1% of all students in the country In 2001, these textbooks were used for about 1% of all students in the country

The new textbook series have been used for their all Grade Nine students (senior) in 5 provinces. The new textbook series have been used for their all Grade Nine students (senior) in 5 provinces. Starting from the fall of 2005, all the primary & junior secondary schools have adopted the new textbook series for the beginning grades. Starting from the fall of 2005, all the primary & junior secondary schools have adopted the new textbook series for the beginning grades.

Main Difficulties in the Process of Implementation Teachers’ training Teachers’ training The singleness of the reference frame The singleness of the reference frame Lack of meaningful teaching material Lack of meaningful teaching material In teaching, more emphasis on imitation than on investigation In teaching, more emphasis on imitation than on investigation Carrying out the philosophies for assessment and examination Carrying out the philosophies for assessment 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 skills): stronger or weaker

Revision Ongoing (only the compulsory version ) Over 1000 questionnaires received from among the teachers in April, 2003 Over 1000 questionnaires received from among the teachers in April, st revision carried out during Oct,2003- June,2004 1st revision carried out during Oct,2003- June,2004 2nd revision starting from April,2005 2nd revision starting from April,2005 The publication of the revised one is scheduled for the end of 2005 The publication of the revised one is scheduled for the end of 2005

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