A Comparative Study Of Mathematics Curriculum Standards In Primary And Middle Schools In China And Australia

So far, Australia constantly unified national mathematic curriculum standards in2011to modify and improve the implementation, China has also been issued "Compulsory Education Mathematics Curriculum Standards (Revised)" for interpretation and research on2011. In this paper, the primary school level mathematics curriculum standards between Australia and China are the research objects, and this comparative study is from macro and specific content.The study found:On the macro level, the primary stage of the two mathematics curriculum standard text organizations are jointly developed by education specialists and classroom teachers; Overall framework are more complete and comprehensive,Student learning objectives are clearly in the corresponding section of the completed school, and the texts provide specific course content presented in order. Due to the different nature of the country and the education system, there are some differences in the basic concept of the course; Semester division is quite different; Based on the two similar educational purposes, the curriculum objectives are the same. In the specific content, on "Number and Algebra", the structure of the two different sub-section present in the same way but Contains different parts, emphasizing Number Sense experience, focusing on symbolic sense, however, computing power requirements and emphasis of cultural traditions are different. On "Geometry", there are some differences about the name of the structure and the specific sub-parts of the same content, emphasizing the content space concepts, focusing on geometric intuition, attention to the psychological characteristics of geometry learning, however, there are differences about the difficulty of the content and the handling cases. On "Statistics and Probability", there are structural differences between the name of the specific sub-content, the content emphasis on data analysis, highlighting the random thoughts, tendencies differentiated content, however, there are differences about the selected cases. The comparison about the overall content of the specific shows, from the perspective of the number of courses, with the grade increasing the total number of entries in the two required courses is on the rise, high school science learning content required by paragraph number is more than low grade school segment, and the quantity of Chinese course content is more than Australia; from the perspective of the degree of detail, the contents of Australia describe in more detail,"Number and Algebra" and "Geometry" course content between the two countries are high proportion; from the view of content’s depth, the difficulty in all areas of Australia are higher than China.By comparison of the two countries’implement recommendations, overall proposals tend to develop mathematical ability, specific recommendations focus on the teacher’s request, but the size range is for different groups of students. Comparative evaluation found that:both countries have adopted multi-perspective curriculum evaluation and pluralistic evaluation methods. There are some implications of elementary school mathematics curriculum comparison:emphasize mathematical ability while focusing on the development of general ability; further strengthen ties with other knowledge; emphasizes on the exchange of national mathematics culture;inherit the fine traditions of our country with other countries on the basis of mathematics education; modern information technology in primary mathematics curriculum should be reasonable achieved.