Mathematics Curriculum Reform Research Articles

Curriculum Reform of Higher Vocational Mathematics Under the Background of Digital Transformation

Under the background of digital transformation, the reform of the higher vocational mathematics curriculum faces urgent challenges and opportunities. This article explores the impact of digital transformation on the reform of higher vocational mathematics curriculum and emphasizes the importance of improving teaching methods centered on learners. The article proposes specific reform methods and discusses the practical application of digital technology in the reform process. By combining digital technology with specific reform methods, further conducting innovative practice research, and continuously exploring the path of reform, we can effectively improve the quality of higher vocational mathematics classroom teaching and provide strong support for the cultivation of comprehensive qualities and employment abilities.

Research on the Cultivation Strategy of Junior Middle School Students ' Mathematical Innovation Consciousness in China

With the implementation of mathematics curriculum reform in primary and secondary schools, the cultivation of mathematical innovation consciousness is becoming more and more important. Many scholars have conducted relevant research on the cultivation of junior middle school students ' mathematical innovation consciousness, however, few relevant findings have been summarized. Through the method of literature analysis, this paper retrieves keywords such as ' innovation consciousness ' in the CNKI database and obtains relevant literature. After intensive reading of 36 articles, this paper uses the method of taking notes with the intention of summarizing the research contents, research methods, and research results in previous studies, and draws the following conclusions: (1) The cultivation strategies of junior middle school students ' mathematical innovation consciousness are mainly studied from three aspects: before class, during class, and after class. Scholars study more from the perspective of class；(2) The researchers mainly use two kinds of research methods: literature research method and case analysis method, and the research method is relatively single；(3) The suggestions and strategies given by scholars are relatively broad and general. Most of them are put forward from the perspective of teachers, and there are gaps in the perspective of students. Therefore, in the future, it is essential for improving the research methods and conducting research from a broader perspective in order to find more reasonable and specific suggestions and strategies.

Research on the Cultivation Strategy of Junior Middle School Students' Mathematics Application Consciousness

With the implementation of mathematics curriculum reform in primary and secondary schools, the importance of mathematics application consciousness has become increasingly prominent. Many scholars have conducted relevant research on the cultivation of junior high school students' awareness of mathematics application, however, few relevant findings have been summarized. Through the method of literature analysis, we reviewed and sorted out the research on the cultivation of junior middle school students' mathematics application consciousness, and draws the following conclusions: (1) The cultivation strategy of junior middle school students' mathematics application consciousness is mainly studied from two aspects: class and extracurricular; (2) Previous studies have put forward more strategies on the cultivation of junior middle school students ' mathematics application consciousness from the perspective of class, there are few studies on extracurricular aspects; (3) Researchers mainly use literature research method and case analysis method to study; (4) The previous research methods are relatively simple, and the suggestions and strategies given by scholars are relatively broad and general. Therefore, in the future, it is necessary to improve the research methods and conduct research from a more targeted perspective in order to find more reasonable and specific suggestions and strategies. These new findings have clarified the characteristics of the current research and laid the foundation and pointed out the direction for further relevant research.

Reform and Development of Compulsory Junior Secondary Mathematics Curriculum in International Perspective

Reform and Development of Compulsory Junior Secondary Mathematics Curriculum in International Perspective

A correlational analysis of the relationship between Congolese students’ achievement in relations in sets and domains of functions

This paper explores whether there is any relationship between Congolese students’ achievement in relations in sets and their achievement in domains of functions. Since 2005, in Democratic Republic of the Congo (DRC), the secondary mathematics curriculum reform has brought many changes including the suppression of sets and relations (SR) topics in the first and second forms of secondary. At the same time, the same reform provided for the teaching of the concepts of the domains of definition of functions (DDF) at the final level of secondary schools. Data collection was carried out through a coherent survey questionnaire administered to a sample of 354 out of 3050 finalist students in Bukavu-Town. Those selected students from 7 schools generated 7 pairs of the form data (x, y), where, x represents students’ achievement on SR concepts (independent variable), and y represents students’ performance on DDF concepts (dependent variable). At 0.05, level of significance, the study reveals existence of strong positive correlation between students’ achievement on SR concepts and their performance on DDF concepts among respondents. We don’t understand what basis of curriculum designers which motivated them to remove the SR from the mathematics curriculum. The study recommends to the reform designers in order to reformulate a plea to the Ministry of National Education to be able to include the SR concepts back into the DRC's mathematics curriculum.

Discussion on the Reform of Economics and Management Mathematics Curriculum in Higher Vocational Colleges

As a public basic course in higher vocational colleges, mathematics must closely follow the national policy. In order to achieve the goal of overall improvement of the quality of talent training and employment, it is urgent to carry out curriculum reform. This article takes “Economics and Management Mathematics” edited by Lei Tianli as an example to clarify the reasons, ideas, advantages and prospects of the curriculum reform. The content of this course is the first and second chapters of the first chapter, which are economic functions and limits, derivatives and their economic applications. The curriculum reform plan is guided by the mathematical context, and projects or tasks are used as the chapter division basis. Each chapter aims to solve a task, has a knowledge sub-module, and extracts some mathematics culture and related stories to explore the ideological and political elements in mathematics , Enriching the connotation and interest of the courses, as a result, students' learning interest can be mobilized, and their understanding of mathematics culture is gradually deepened.

Mathematics Curriculum Reform and Its Implementation in Textbooks: Early Addition and Subtraction in Realistic Mathematics Education

Since the late 1960s, a reform in mathematics education, which is currently known under the name Realistic Mathematics Education (RME), has been taking place in the Netherlands. Characteristic for this approach to mathematics education is that mathematics is not seen as ready-made knowledge but as an activity of the learner. Although much has been written about the big ideas and intentions of RME, and multiple RME-oriented textbooks have been published, up to now the development of this approach to mathematics education has not been thoroughly investigated. In the research reported in this article, we traced how RME has evolved over the years. The focus in our study was on early addition and subtraction in primary school. For this, we studied RME core curriculum documents and analyzed RME-oriented textbooks that have been published between the onset of RME and the present. We found that the big ideas and teaching principles of RME were clearly reflected in the learning facilitators for learning early addition and subtraction and were steadily present in curriculum documents over the years, although some were made concrete in further detail. Furthermore, we found all RME learning facilitators also to be present in all RME-oriented textbooks, though in some cases in other ways than originally intended. Our research shows the complexity of a curriculum reform process and its implementation in textbooks.

What Might Policy Borrowing Contribute to Policy and Practice in Mathematics Education?

This article elaborates the meaning of policy borrowing and Phillips’ theoretical framework of policy borrowing. Then, it provides a background of various practices of policy borrowing in education and mathematics education specifically. Thirdly, the article argues two contributions of policy borrowing to policy in mathematics education and envision mathematics education policies in future. Finally, it takes China’s mathematics curriculum reform as a case to analyse two contribution of policy borrowing to practice in mathematics education and conclude by envisioning the future mathematics education practice.

Discussion on Higher Mathematics Curriculum Reform in Application-oriented Universities Based on Intelligent Cloud Teaching

世界科学出版社（World Science Publishing-WSP）立足国际，积极配合中国“走出去”出版战略，大力推进版权输出与引进，并不断拓展国际间的交流与合作，取得显著成绩。WSP国际图书出版项目力倡中国科研人员出版英文图书，出版社具有丰富的国际传播资源与雄厚的编辑、翻译、出版力量，拥有一批著名的中外翻译专家、出版专家，及一支精通国际出版的编辑、翻译和国际营销队伍。探索“科学进步”与“社会进步”是人类永恒主题，WSP推崇以科学信仰引领学术方向，遵循各国法律和地方法规，能够协助您优质、快捷、低

Assessing mathematical thinking as part of curriculum reform in the Netherlands

Assessment is a crucial factor in the implementation of curriculum reform. Little is known, however, on how curriculum changes can be reflected adequately in assessment, particularly if the reform concerns process skills. This issue was investigated for the case of assessing mathematical thinking in a mathematics curriculum reform for 15–18-year-old students in the Netherlands. From 2011 until 2017, these reform curricula were field tested in pilot schools, while other schools used the regular curricula. The research question is how this reform was reflected in national examination papers and in student performance on corresponding assignments. To address this question, we developed a theory-based model for mathematical thinking, analyzed pilot and regular examination papers, and carried out a quantitative and qualitative analysis of students’ work on assignments that invite mathematical thinking. The results were that the pilot examination papers did address mathematical thinking to a greater degree than the regular papers, but that there was a decrease over time. Pilot school students outperformed their peers in regular schools on assignments that invite mathematical thinking by 4–5% on average and showed more diversity in problem-solving strategies. To explain the decreasing presence of mathematical thinking in examination papers, we conjecture that conservative forces within the assessment construction process may push back change.

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

This paper reports a two-year research project studying Indonesian primary and secondary teachers’ mathematics-related beliefs (MrB) and mathematical problem-solving knowledge for teaching (MPSKT). In the first year, a quantitative study involving 80 primary teachers, 70 lower secondary school, and 55 upper secondary schools from four districts in East Java province, Indonesia was carried out to examine whether there is a difference between the MrB and the MPSKT among them. In the second year, a multiple case study involving ten primary teachers and 13 lower secondary teachers was conducted to understand their MrB and MPSKT through some particular issues related to three domains of MrB: nature of mathematics, mathematics teaching, mathematics learning. Results indicate that there is no significant difference of MrB between primary and secondary teachers, while there is a significant difference between MPSKT of primary teachers and secondary teacher. Findings also suggest that inconsistencies not only occur between the three domains of MrB but also occurs between particular issues discussed within one domain. Also, this study highlight that beliefs about nature of mathematics was mainly influenced by teachers' experience when learning mathematics during their schooling experience while beliefs about teaching and learning were mainly influenced by the demand of current reform of mathematics curriculum.

On the reform of mathematics curriculum in Senior High School

high school mathematics; curriculum reform; teaching

Chinese Mathematics Teaching Reform Based on the Guidance of Core Literacy

Core accomplishment is the essential character and key ability that students should have to adapt to the needs of lifelong development and social development. Since the reform and opening up in China, the curriculum objectives have undergone three important changes, from the “double-base” curriculum objectives that emphasize basic knowledge and basic skills, to the “three-dimensional goals” that emphasize knowledge and ability, process and method, and emotional attitude values, to the curriculum reform based on core literacy. Each reform reflects China’s reflection on the reform of basic education and the consideration onwhat kind of talents to cultivate. However, the current situation of education is still in the transitional stage from knowledge imparting to ability cultivation. It is important to develop students’ core literacy and give full play to the function of discipline education, which points out the direction for the reform of the mathematics curriculum in China. It is necessary to clarify the background of curriculum reform and the connotation of mathematics core accomplishment, and discuss the strategy of mathematics curriculum reform and the change of teaching mode under the guidance of core accomplishment, so as to make beneficial exploration and important supplement for China’s mathematics teaching reform.

Selection of content in high school mathematics textbooks: an international comparison

As a component of the ongoing development of the mathematics curriculum in China, we compare the country’s high school mathematics textbooks with those of several other countries. We base our analysis on the assumption that textbooks, as primary printed teaching resources, are key tools for interpreting educational policy. In this paper, we compare what content is selected and how that content is presented in series of high school textbooks from China, France, Germany, Japan, Russia, the United Kingdom, and the United States according to four core domains: algebra, geometry, statistics and probability, and calculus. We then discuss the implications of the analysis for the reform of the high school mathematics curriculum in China, particularly as it applies to the development of textbooks within that process of reform. The comparative results provide us with the opportunity to recognise the distinguishing features of the content and presentation of the Chinese mathematics curriculum and lead to some suggestions for future curriculum development.

Chinese Mathematics Curriculum Reform in the 21st Century: A Review

This article provided a comprehensive review of the most recent mathematics curriculum reform in the early 21st century in China. Three components of curriculum reform were identified. The developmental process, the content and implementation of Chinese mathematics curriculum standards, constituted the most important second level of description of a curriculum reform which could reflect the first level (overall societal level) and decide the third level (classroom practice level). It could be the first fundamental step to provided helpful insight to understand the curriculum reform within a certain culture. At last, the future direction of mathematics curriculum reform in China was introduced.

Based on the Hierarchical Classification of Higher Vocational Mathematics Curriculum Reform

Based on the Hierarchical Classification of Higher Vocational Mathematics Curriculum Reform

From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects

This paper is an attempt to trace the route of changes from the “Two Basics” to the “Four Basics” in the Chinese context of mathematics curriculum reform. These obvious changes in the new curriculum standards orient the development of mathematics education in a new era. “Four Basics” contain very rich connotations and it reflects the “top-to-bottom” model of the national concern about what is the value of education and mathematics as a very important subject. These changes also relate to the methods to be used to fulfill the educational purpose; that is, how to foster the development of students in this globalized and knowledge-based society.

보험수학과 학교수학 내용간의 연관성 분석

This study aims to investigate the presence/absence of subjects in the area of finance insurance sector in the past and corresponding areas of the courses in accordance with the reform of Korean school mathematics curriculum. In addition, the study had analyzed the linkage to the curriculum of the subjects for the Junior High, and High School in accordance with the school mathematics as mathematical knowledge base. As the results of this study, it was identified that the knowledge of mathematical contents addressed in the school mathematics education had a very high connectivity as basic mathematical knowledge to understand and utilize high level of the insurance mathematics required for the job performance in the finance insurance sector.

Notes on Contributors

Notes on Contributors

Teachers' views on the new measurement and assessment approaches with regard to Mathematics curriculum reform

The aim of this study is to investigate teachers’ views on the new measurement and assessment approaches within the context of secondary school mathematics education reform. With this purpose, the factors which affected the implementation process were determined. The research data were obtained from two teachers via in-depth interviews, observations, and researcher’s notes and case study throughout an education year. As a result of the analysis of qualitative data with NVivo 7 program, the factors affecting the teachers’ views on the measurement and assessment aspect of mathematics curriculum were detected. The results of the study revealed that teachers’ culture about measurement and assessment, the usability of assessment tools, infrastructure conditions, new roles of teachers, lack of informing activities and the role of measurement and assessment on student learning had an effect on teachers’ views on the new measurement and assessment approaches within the context of mathematics education reform. The findings obtained pointed out that curriculum reform could not actualize the change considered for the measurement and assessment aspect. Suggestions were made for the measures to be taken and researchers in accordance with the results obtained from the research. Key words: Curriculum reform, measurement and assessment, teachers’ views.