Decision Making in the Mathematics Curricula among the Chinese Mainland, Hong Kong, and Taiwan

Abstract

As in many other places, the mathematics curricula in the Chinese mainland, Hong Kong, and Taiwan underwent reform at the turn of the millennium, addressing the various political, social, and educational needs of these regions. These reforms were not smooth and resulted in many heated debates and, recently, attempts have made to adjust the mathematics curricula in response to these debates. The initiation of change, strong reactions, and adjustments by the policy makers can be better understood by looking into the decision-making system and process of curriculum development in these three educational systems. In this chapter, we shall look at decision making in the mathematics curriculum among the three educational systems from three different perspectives: how curriculum decisions are made in these regions; what issues they aim to tackle; and why the implementation of curriculum changes has been problematic. The historical development of the mathematics curricula in these three regions will first be portrayed. Building on this background, the general curriculum decision-making mechanism in these three regions will be delineated and implementation problems discussed. At the end of the chapter, the authors will attempt to draw lessons one can learn from these historical accounts.