國立虎尾科技大學 |

A comparative analysis of the secondary mathematics curriculum in the People's Republic of China.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A comparative analysis of the secondary mathematics curriculum in the People's Republic of China./
Author:	Sun, Wei.
Description:	1 online resource (236 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 55-11, Section: A.
Contained By:	Dissertations Abstracts International55-11A.
Subject:	Mathematics education. -
Online resource:	click for full text (PQDT)
ISBN:	9798208245309

A comparative analysis of the secondary mathematics curriculum in the People's Republic of China.
Sun, Wei.

A comparative analysis of the secondary mathematics curriculum in the People's Republic of China. - 1 online resource (236 pages)

Source: Dissertations Abstracts International, Volume: 55-11, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 1993.

Includes bibliographical references

The purpose of the study was to compare the Chinese Mathematics Teaching Syllabus with the California Mathematics Framework, to find out the similarities and the differences, and based on the findings, to discuss the possible changes that could be made in the Chinese mathematics curriculum, and to make recommendations to the Chinese mathematics curriculum developers about what could be done in order to improve the Chinese mathematics curriculum and mathematics education. The fundamental similarities include: (1) both curricula suggest that students need to study mathematics every year they are in secondary school; and (2) different topics in the mathematics curriculum need to be treated differently. The major differences found in the study include the following area: (1) the development of students' mathematical power; (2) the mathematics curriculum; (3) the mathematical content coverage and layout; and (4) the concentration and emphasis in the teaching of mathematics. It was concluded that the conditions in school and in the country, and the student's ability of understanding the mathematical concepts are major factors in the development of mathematics curriculum. The technology can make a difference in the teaching and the learning of mathematics. The recommendations were based on the findings of the study. They are the following: (1) strengthening existing content; (2) introducing new mathematical content, such as discrete mathematics; (3) adopting core sequence for high school mathematics curriculum; (4) developing different kinds of mathematics textbooks to meet the needs of students in different regions; and (5) promoting the use of technology in the classroom teaching.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798208245309Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

A comparative analysis of the secondary mathematics curriculum in the People's Republic of China.
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500 $a Source: Dissertations Abstracts International, Volume: 55-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Vogeli, Bruce R.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
504 $a Includes bibliographical references
520 $a The purpose of the study was to compare the Chinese Mathematics Teaching Syllabus with the California Mathematics Framework, to find out the similarities and the differences, and based on the findings, to discuss the possible changes that could be made in the Chinese mathematics curriculum, and to make recommendations to the Chinese mathematics curriculum developers about what could be done in order to improve the Chinese mathematics curriculum and mathematics education. The fundamental similarities include: (1) both curricula suggest that students need to study mathematics every year they are in secondary school; and (2) different topics in the mathematics curriculum need to be treated differently. The major differences found in the study include the following area: (1) the development of students' mathematical power; (2) the mathematics curriculum; (3) the mathematical content coverage and layout; and (4) the concentration and emphasis in the teaching of mathematics. It was concluded that the conditions in school and in the country, and the student's ability of understanding the mathematical concepts are major factors in the development of mathematics curriculum. The technology can make a difference in the teaching and the learning of mathematics. The recommendations were based on the findings of the study. They are the following: (1) strengthening existing content; (2) introducing new mathematical content, such as discrete mathematics; (3) adopting core sequence for high school mathematics curriculum; (4) developing different kinds of mathematics textbooks to meet the needs of students in different regions; and (5) promoting the use of technology in the classroom teaching.
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