• 제목/요약/키워드: China's mathematics education

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Mathematics Curriculum Reform and Power: A Case Study

  • Zhang, Xiaogui
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제11권1호
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    • pp.53-63
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    • 2007
  • Mathematics curriculum reform is very important, and it can be understood well by power. This paper uses the extended Foucault's power theory as foundations to view mathematics curriculum reform. The research's case is China's ongoing mathematics curriculum reform. Through analyzing the power relationships in China's ongoing mathematics curriculum reform, the paper thinks that power's balance is very important in mathematics curriculum design, because it will affect the designed curriculum.

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The Olympic Mathematics Education in China

  • Zhou, Houqing;Liu, Rangqiang
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제13권4호
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    • pp.331-339
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    • 2009
  • The research on the Olympic mathematics education has become an internationally recognized educational activity. In some cities of China, especially big cities, the Olympic mathematics education is developing like raging fire. Many parents send their children to training school to get the Olympic mathematics education, no matter whether the children are willing to or not. They hope that through the training, their children can be outstanding when entering higher school. However, this practice has deeply affected children's learning initiative. In this paper, we analyzed both the history and the present situation of the Olympic mathematics education in China. We have some suggestions based on the problems emerging nowadays.

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Tentative Analysis on the Reasons of China's Lags in Neoteric Mathematics

  • Zhang, Xiong
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제12권2호
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    • pp.143-149
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    • 2008
  • Before the 14th century, China had been thought as one of the countries with the most developed mathematics all along. But after the 16th century, Chinese mathematics increasingly walked up to the eclipse. The main reasons include the following points. First, the development of neoteric mathematics was closely associated with the social industrialization, but the lags in feudal China seriously blocked the development of the capitalistic seed, and China was still in the agricultural society then and couldn't step into the industrial society, which impeded the development of mathematics concerned with the industry and commerce. Second. the increasingly carrion feudalization was one of the essential reasons to block the development of Chinese neoteric mathematics. Finally, seeing about the developing logics of Chinese neoteric mathematics, we can find it was a scattered and experiential mathematical knowledge without strict and rational self-organizing structure system, which had the limitations existing in its interior mechanism.

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중국 초등학교 저학년 수학교과서의 특징 (Features of Chinese Lower-grade Elementary Mathematics Textbooks in Contrast with Korea's)

  • 김판수;주와;홍갑주
    • 대한수학교육학회지:수학교육학연구
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    • 제20권3호
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    • pp.241-254
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    • 2010
  • 이 연구에서는 중국 수학교육의 전통과 새 교육과정의 취지에 대한 고려 하에, 중국 초등학교 저학년 교과서의 특징을 한국 교과서와 비교하여 분석하였다. 그 결과 중국 교과서는 연습과 기능을 중요시하고, 개념을 통합적으로 제시하고, 다양한 학습내용을 동시에 제시하고, 곳곳에 유모어러스한 표현을 담고 있으며, 문제의 조건을 함축적으로 제시하는 등의 특징이 있는 것으로 드러났다. 이러한 분석 결과로부터 우리나라 교과서 집필과 수학교육 전반에 대한 시사점을 제시하였으며 후속연구의 방향을 제안하였다.

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Mathematics Teacher′s Needs in Their Professional Development

  • Wang, Linquan
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제8권2호
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    • pp.59-67
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    • 2004
  • In this paper, I would like to introduce some ideas and problems in mathematics teachers' education. The aims and content of teachers' professional education are discussed with an oriental perspective. What are mathematics teachers' needs in their professional development\ulcorner What contradictions do they meet in mathematics instruction\ulcorner The problems are described with the result of my survey.

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The Problems and Enlightenment about Gifted Children's Mathematics Educational Practice in China

  • Pang Kun;Li Mingzhen
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제9권4호
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    • pp.335-340
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    • 2005
  • According to the mathematics educational practice and research about gifted children in some secondary schools in China, the paper presented some relevant problems: 1. Missing or mistaken selecting in gifted children in China. It included the limitations of identifying standard and the fault of understanding and doing in practice, administration disturbance and emotional inclination. 2. Backward traditional mathematics teaching in gifted children in China. It included lower teaching starting point, slower teaching planned speed, simpler teaching contents and so on. The paper analyzed the problems, and made enlightenment for gifted children's mathematical teaching strategies: raising starting point of contents; emphasizing essential principles and skills; using flexible teaching methods; encouraging discover and creativity and developing harmoniously psychological level and mathematical ability. As to these strategies, some detail measures were offered as well.

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The 'Two Basics' Mathematics Teaching Approach and the Open Ended Problem Solving in China

  • Zhang, Dianzhou;Dai, Zaiping
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제8권3호
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    • pp.123-144
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    • 2004
  • There is a tradition of advocating the 'two basics' (basic knowledge and basic skills) in Chinese mathematics education. The direct consequence is that Chinese students are able to produce excellent performance in the international mathematics examinations and outstanding results in the international mathematics competitions. In this article, we will present why and how Chinese teachers teach the 'two basics,' and how combine the pupil's creativity with their 'two basics.' Open ended problem solving is a way to meet the goal. The following topics will be concerned: Culture background; the speed of computation; 'make perfect' ; Efficiency in classroom; Balance between 'two basics' and personal development. In Particular, Chinese mathematics educators pay more attentions to the link between open ended problem solving and the 'two basics' principal.

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Perceptions of Change and Reform Efforts by Secondary School Mathematics Teachers in the People's Republic of China and the United States

  • Carter, Jack;Lu, Shihu;Ferrucci, Beverly J.
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제3권1호
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    • pp.1-8
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    • 1999
  • The present study extends previous research in this area by investigating perceptions of change and reactions to reform efforts by pre-service and practicing secondary school mathematics teachers in the People's Republic of China (PRC) and the United States of America. Interviews were used to gather data about school experiences, teaching practices, and planned changes in mathematics programs. Analysis of the interview data supported earlier findings with respect to the well-planned nature of lessons by PRC teachers and the influence of mathematics contents and examination systems in the PRC. Findings also indicated a general agreement among teachers from both countries favoring less lecturing and more discussion and interactive activities. There were contrasts by nationality in descriptions of future teaching, ideal lessons, sources of teaching ideas, and preferences about school mathematics programs.

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한국, 중국, 일본의 학교 수학 용어 비교 연구 (A Comparative Study of School Mathematics Terminology in Korean, Chinese and Japanese)

  • 박경미
    • 한국수학교육학회지시리즈A:수학교육
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    • 제43권4호
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    • pp.337-347
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    • 2004
  • Korea and China have maintained close relationships since the ancient times along with Japan, which also shares the common Chinese culture. The three major players in Northeast Asia have been recognizing their increasing importance in politics, economy, society, and culture. Considering those relationships among the three countries, it's necessary to compare and investigate their mathematics terminology. The purpose of this study is to investigate the similarities and differences between the terminology of school mathematics in Korean, Chinese and Japanese. The mathematics terms included in the junior high school of Korea were selected, and the corresponding terms in Chinese and Japanese were identified. Among 133 Korean terms, 72 were shared by three countries, 9 Korean terms were common with China, and the remaining 52 Korean terms were the same as Japanese terms. Korea had more common terms with Japan than China, which can be explained by the influences of the Japanese education during its rule of Korea in the past. The survey with 14 terms which show the discrepancy among 3 countries were conducted for in-service teachers and pre-service teachers. According to the result of the survey, preferred mathematics terms are different from one group to the other, yet the Korean mathematics terms were more preferred in general. However some terms in Chinese and Japanese were favored in certain degree. This result may provide meaningful implications to revise the school mathematics terms in the future.

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Graphing Calculator's Impact on Students' Exploration in Senior High School

  • Li Shiqi;Shi Hongliang
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제10권1호
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    • pp.79-87
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    • 2006
  • In this paper we investigated the influence on school students when they use graphing calculator for exploration, including their experience of exploration, their ability and attitudes. After using graphing calculator based mathematics exploration course, two students were interviewed and 162 students who finished the course in these years were investigated. The results show that graphing calculator is a useful tool to develop students' explorative ability. Most of students had positive attitudes to and were interested in making use of graphing calculator.

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