Towards a Framework of Mathematical Competencies in China

Abstract

This study intends to establish a mathematical competence model and assessment framework for compulsory education. With reference to international research and in consideration of talent development goals in China and the country’s mathematics education characteristics, the study takes into account three phases of mathematical activities, namely, mathematisation of real situations, logical organisation of mathematical materials, and application of mathematical theories. The study argues that such mathematical activities are closely related to a number of mathematics competencies, including mathematical problem posing, solving problems mathematically, mathematical representation and transformation, mathematical reasoning and argumentation, mathematical modelling, and mathematical communication. This study divides mathematical core competencies into three levels—reproduction, connection, and reflection—and considers specific performance indicators at each of the three levels based on ability. Therefore, we include three dimensions in the core mathematics competencies framework: mathematical content, core competencies, and ability levels.