A Comparative Study On Mathematics Curriculum Standards Of Compulsory Education Between Chinese Mainland And Taiwan

Mathematics Curriculum Standards for Compulsory Education,as a guide to guide the compilation of basic mathematics textbooks and mathematics teaching,has played a vital role in mathematics education.At present,both the mainland and Taiwan are further revising and improving the mathematics curriculum standards for compulsory education.Under this background,it is of clear practical significance and practical value to carry out a comparative study of the mathematics curriculum standards for compulsory education between Chinese Mainland and Taiwan.On the basis of combing relevant literature,the researchers found that there is still a lack of comparative research on mathematics curriculum standards for compulsory education across Chinese Mainland and Taiwan.Therefore,this study selected the Mathematics Curriculum Standards for Compulsory Education(2022 Edition)in the mainland and the Areas of mathematics of the National Basic Education Curriculum Outline for Twelve Years(2018 Edition)in Taiwan as the comparison objects,focusing on the following three issues:First,What are the similarities and differences in the framework structure,curriculum philosophy curriculum objectives,and core competencies of mathematics curriculum standards for compulsory education across Chinese Mainland and Taiwan?Secondly,what are the similarities and differences in the content standards of mathematics curriculum standards for compulsory education across Chinese Mainland and Taiwan in the four major fields of numbers and algebra,graphics and geometry,statistics and probability.and synthesis and practice?Finally,what are the similarities and differences in teaching and evaluation suggestions between the mathematics curriculum standards for compulsory education across Chinese Mainland and Taiwan?This study mainly adopts text analysis method and interview method.The former conducts macro comparison from several aspects such as framework structure,course philosophy,course objectives,core competencies,course content,implementation suggestions,and unique parts.In addition,a meso comparison is made between content standards and implementation suggestions.The meso content standards are analyzed from the fields of numbers and algebra,graphics and geometry,statistics and probability,and synthesis and practice.We have made statistics on the distribution of action verbs and summarized their advantages and disadvantages based on comparison:The latter mainly conducted interviews with 5 primary and secondary school mathematics teachers to seek their understanding and opinions on the new version of compulsory education mathematics curriculum standards,and compiled and summarized the interview insights.Research has shown that,firstly,the overall framework structure of compulsory education mathematics curriculum standards across Chinese Mainland and Taiwan tends to be consistent,with both proposing the concept of core literacy.The former proposes core literacy that is more manifested as mathematical core literacy,while the latter emphasizes the wholehearted development of citizens.In addition,the basic concepts and goals of the two are basically consistent:Secondly,the setting of content standards is the same in terms of classification and gradual progress,but there are differences in the depth and breadth of knowledge between the two;Finally,the overall framework distribution of the implementation suggestions is consistent,with the difference being that the former is more detailed and involves students,teachers,and other relevant personnel while the latter only leans towards teachers.The inspiration for primary and secondary school mathematics teachers from the implementation suggestions can be summarized as paying attention to inheritance,change,differences,and mechanisms.