Comparison Of Mathematics Curriculum Standards Between China And The USA

The paper compares the mathematics curriculum standards between China and the USA, analyzing the similarities and the differences, and then put forward some reasonable suggestions for the present mathematics curriculum standard of China.The introduction illustrates the background, the purpose, the reason, the object and the methods.In chapter I, it compares the factors of the two country's Standards, shows the study direction and the range and confirms the subsequent contents.Chapter II. Similarities and differences between the principles of the American standards and the thoughts of Chinese standardSimilarities: Mathematics curriculums open to all the students; To emphasize the core function of the mathematics; To keep the students' present experience and level and to teach and learn on the basis of social constructivism; To evaluate the process; To make use of the modern techniques.Differences: To deal with the unfairness; To provide training to the students and the teachers; To emphasize the good use of the modern information techniques.Chapter III Similarities and differences in the aspect of curriculum targetSimilarities: To attach importance to the mathematics value, cultivating the students' mathematics confidence, problems solving, communication, thinking and developing the students' ability; In general, to cultivate the students with mathematical accomplishment.Differences: In the aspect of knowledge technique, feeling and attitude, narrating.Chapter IV Similarities and differences in the field of number and operationSimilarities: The two Standards almost share the same idea in number sense and consider it as an important target and use the similar method; They both emphasize the calculating diversification.Differences: the contents, the technique-using, the demands for skilled calculating, the demands for strengthening and weakening and narrating.Chapter V Similarities and differences in the field of algebraSimilarities: They both adopt the infiltration and model-forming thought; make the students experience, feel and understand the meaning of number and algebra under the real condition; conduct the mathematic research on the variation; illustrate and analyze the mathematic relation and structure by using symbols.Differences: the content dividing, the time and form of the algebra concept and idea, the emphasizing level of the model, the origin and the theory, the using level of theinformation technique, the appearance of symbol sense and narrating.Chapter VI Similarities and differences in the field of geometrySimilarities: attaching importance to the spatial concept and the students' reasoning ability.Differences: the system concerned; the usage of the information technique; the item number of the detailed aims and narrating.Chapter VII Similarities and differences in the field of statistics and probabilitySimilarities: the teaching content, the connection between statistics and probability, the emphasis of statistics concept, the demand for the process of statistics, the teaching methods of probability.Differences: the usage of the information technique and narrating.Chapter VIII Similarities and differences in the aspect of designingSimilarities: dividing the term, considering the whole curriculum content; making sure of the principles, confirming curriculum concept; making sure of the content standard, attach importance to the whole study process.Differences: the content standard designing; the level in reflecting the progress in technique and improving the standard; the narration of suggestions. From the above, the two countries' standards are different in compilation. There are more detailed items in Chinese Standard and the expressions are more specific and detailed, moreover, the train of thought is remained in the present teaching program.Chapter VIIII Ten suggestions given to the reform of mathematics curriculum standard of ChinaTo reform the content and method in examinations and provide the correct direction to the mathematics teaching; To prov...