Developments and Changes in the Primary School Mathematics Curriculum and Teaching Material in China

Abstract

This book intends to provide a comprehensive introduction to the status of development of Chinese mathematics education in the 21st century. To this end, the book summarizes and presents the research and practices of Chinese mathematics education in the following aspects: (1) characteristics of Chinese school mathematics curriculum and textbooks, (2) Chinese ways and strategies of teaching mathematics and the characteristics of mathematics classroom instruction in China, (3) Chinese instructional practices in developing (both gifted and underachieving) students' mathematical capabilities, (4) how professional development of mathematics teachers is promoted in China, including mathematics teachers' pre-service and in-service education, and how Chinese mathematics teachers design and implement teaching and research activities, and (5) how mathematics education is assessed and evaluated, including how to evaluate teachers' teaching and students' achievements. Relevant research in Chinese mathematics education involving methods of surveys, interviews, text analysis, etc., are reviewed and analyzed. Results of a number of video studies of Chinese mathematics classroom teaching and learning are also integrated into this book. Preface -- Contents -- A General Introduction of Chinese Mathematics Education -- 1 Mathematics Education of Chinese Communities from the Perspective of International Studies of Mathematics Achievement -- Abstract -- 1.1 Introduction: The Surge of International Studies -- 1.2 Findings of International Studies: Mathematics Achievement -- 1.2.1 The University of Michigan Studies -- 1.2.1.1 Results -- 1.2.2 IAEP -- 1.2.2.1 Results -- 1.2.3 TIMSS -- 1.2.3.1 Results -- 1.2.4 PISA -- 1.2.4.1 Results -- 1.2.5 Summary 1.3 Findings of International Studies: Attitudes/Affective Outcomes of Chinese Students1.3.1 The University of Michigan Studies -- 1.3.2 IAEP -- 1.3.3 TIMSS -- 1.3.4 PISA -- 1.3.5 Summary -- 1.4 Findings of International Studies: Classroom Teaching -- 1.4.1 The University of Michigan Studies -- 1.4.2 TIMSS Video Study -- 1.4.3 Learnersâ#x80;#x99; Perspective Study -- 1.4.4 Summary -- 1.5 Discussion -- 1.5.1 Mathematics Achievement -- 1.5.2 Attitudes Towards Mathematics and Mathematics Learning -- 1.5.3 Classroom Teaching -- 1.5.4 Implications -- 1.6 Conclusion 2.2.5 The Characteristic of Ancient Chinese Mathematics Culture: The Cultural Characteristics of Nine Chapters2.2.5.1 The Characteristic of Practical Applicability -- 2.2.5.2 The Fundamental Characteristics of Algorithm-Centered Calculability -- 2.3 The Soul of Traditional Mathematics Education Thoughts of China -- 2.4 Typical Cases in Chinese Traditional Mathematics Teaching Practice -- 2.4.1 Methodology of Wholeness -- 2.4.2 Methodology of Symmetry -- 2.4.2.1 Yang Huiâ#x80;#x99;s Methodology of Symmetry -- Symmetry Approach in Computation Teaching Symmetrical Methods of Area Calculation Teaching2.4.2.2 Zhen Luanâ#x80;#x99;s Problem-Solving Teaching -- 2.4.3 Formulae in Verse in Mathematics Teaching -- 2.4.4 Learning Mathematics Through Games -- 2.5 Conclusion -- References -- 3 Chinese Mathematics Curriculum Reform in the Twenty-First Century -- Abstract -- 3.1 The Background of New Century Chinese Mathematics Curriculum Reform -- 3.2 Mathematics Curriculum for Compulsory Education (Grades 1â#x80;#x93;9) -- 3.2.1 The Development of a New Standard for Compulsory Education