Chinese Mathematics Curriculum Reform in the 21st Century: A Review
Lidong Wang 1 * , Qimeng Liu 1, Xiaofeng Du 1, Jian Liu 1
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1 Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, China
* Corresponding Author

Abstract

This article provided a comprehensive review of the most recent mathematics curriculum reform in the early 21st century in China. Three components of curriculum reform were identified. The developmental process, the content and implementation of Chinese mathematics curriculum standards, constituted the most important second level of description of a curriculum reform which could reflect the first level (overall societal level) and decide the third level (classroom practice level). It could be the first fundamental step to provided helpful insight to understand the curriculum reform within a certain culture. At last, the future direction of mathematics curriculum reform in China was introduced.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2017.01005a

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 8, pp. 5311-5326

Publication date: 16 Aug 2017

Article Views: 2429

Article Downloads: 907

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