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A comparison of the characteristics ...

Xie, Xuehui.

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A comparison of the characteristics of curriculum design and instruction as reflected in National Council of Teachers of Mathematics and Chinese Ministry of Education mathematics standards as well as the theoretical and philosophical underpinnings of these characteristics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A comparison of the characteristics of curriculum design and instruction as reflected in National Council of Teachers of Mathematics and Chinese Ministry of Education mathematics standards as well as the theoretical and philosophical underpinnings of these characteristics./
Author:	Xie, Xuehui.
Description:	360 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3987.
Contained By:	Dissertation Abstracts International64-11A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3111961

A comparison of the characteristics of curriculum design and instruction as reflected in National Council of Teachers of Mathematics and Chinese Ministry of Education mathematics standards as well as the theoretical and philosophical underpinnings of these characteristics.
Xie, Xuehui.

A comparison of the characteristics of curriculum design and instruction as reflected in National Council of Teachers of Mathematics and Chinese Ministry of Education mathematics standards as well as the theoretical and philosophical underpinnings of these characteristics. - 360 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3987.

Thesis (Ph.D.)--Indiana University, 2003.

This study compares NCTM and MOE national mathematics standards. The following differences are identified. First, in implementing mathematics “for all students,” MOE proposes to establish national standards based on average students, and to design a curriculum with elective content in order to allow more capable students to learn beyond the minimum mathematics that are required for all students. By contrast, NCTM requires all students to study the same minimum mathematics, without specifying the aptitude level on which the standards are based. Second, NCTM prefers that learning begins from students' personal experiences and believes that students naturally develop problem-solving skills through their own exploration. Cognitive development is regarded as a natural maturation of students, instruction largely follows students' cognitive developmental levels, and teachers are facilitators. MOE advocates that learning must be under teachers' guidance and that instruction precedes cognitive development. Third, NCTM focuses on problem-solving, where students learn by doing—manipulating of materials is expressly encouraged in pre-k–8. In MOE manipulating of materials is primarily used to lower grade levels. Fourth, NCTM and MOE have different approaches to fostering students' mathematical skills and ability. Fifth, in NCTM problem-solving is the major focus of curriculum design. In MOE, presenting mathematics materials based on the structure of mathematics and students' cognitive development is the major focus.Subjects--Topical Terms:

1017588
Education, Mathematics.

A comparison of the characteristics of curriculum design and instruction as reflected in National Council of Teachers of Mathematics and Chinese Ministry of Education mathematics standards as well as the theoretical and philosophical underpinnings of these characteristics.
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245 1 0 $a A comparison of the characteristics of curriculum design and instruction as reflected in National Council of Teachers of Mathematics and Chinese Ministry of Education mathematics standards as well as the theoretical and philosophical underpinnings of these characteristics.
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500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3987.
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502 $a Thesis (Ph.D.)--Indiana University, 2003.
520 $a This study compares NCTM and MOE national mathematics standards. The following differences are identified. First, in implementing mathematics “for all students,” MOE proposes to establish national standards based on average students, and to design a curriculum with elective content in order to allow more capable students to learn beyond the minimum mathematics that are required for all students. By contrast, NCTM requires all students to study the same minimum mathematics, without specifying the aptitude level on which the standards are based. Second, NCTM prefers that learning begins from students' personal experiences and believes that students naturally develop problem-solving skills through their own exploration. Cognitive development is regarded as a natural maturation of students, instruction largely follows students' cognitive developmental levels, and teachers are facilitators. MOE advocates that learning must be under teachers' guidance and that instruction precedes cognitive development. Third, NCTM focuses on problem-solving, where students learn by doing—manipulating of materials is expressly encouraged in pre-k–8. In MOE manipulating of materials is primarily used to lower grade levels. Fourth, NCTM and MOE have different approaches to fostering students' mathematical skills and ability. Fifth, in NCTM problem-solving is the major focus of curriculum design. In MOE, presenting mathematics materials based on the structure of mathematics and students' cognitive development is the major focus.
520 $a In order to see how these differences are practiced in actual curriculum-making, a sample of NCTM standards-based curricula and a sample of MOE standards-based curricula are chosen as representative for comparison. Following this, the theoretical and philosophical underpinnings that cause the major differences between NCTM and MOE are discussed: NCTM adopts progressive learning theory and pragmatism, while MOE adopts dialectical materialist learning theory and philosophy. The relative strengths and weaknesses of the two types of mathematics education are discussed.
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