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A Brief Comparison of the U.S. and Chinese Middle School Mathematics Programs
Author(s) -
Jiang Zhonghong,
Eggleton Patrick
Publication year - 1995
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1995.tb15760.x
Subject(s) - curriculum , mathematics education , china , connected mathematics , everyday mathematics , reform mathematics , math wars , repetition (rhetorical device) , mathematics curriculum , core plus mathematics project , integrated mathematics , comprehensive school mathematics program , curriculum development , pedagogy , mathematics , teaching method , psychology , political science , technology integration , linguistics , philosophy , law
The U.S. generally has a less intense mathematics curriculum in the middle school grades than China. Some factors contributing to the lower intensity in the U.S. mathematics curriculum are textbooks with extensive drill, repetition of content, lack of challenging problem solving, lower curricular and cultural expectations, and ability grouping. In comparison, China utilizes challenging problem solving, sequential development of content without repetition, expectations of hard work, high values for mathematics by the curriculum and culture, and a common curriculum for all as aspects of mathematics instruction. The U.S. is taking a positive direction in its mathematics curriculum with the use of technology and reform while compulsory education is mandating that the theoretical depth of middle school curriculums in China be lowered for all of its students in grades 1–9.