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

Keqiang Xu

doi:doi:10.11648/j.ellc.20170205.12

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

Keqiang Xu

Published in English Language, Literature & Culture (Volume 2, Issue 5)

Received: 4 January 2017 Accepted: 17 January 2017 Published: 23 October 2017

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Abstract

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.

Published in	English Language, Literature & Culture (Volume 2, Issue 5)
DOI	10.11648/j.ellc.20170205.12
Page(s)	52-56
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Two Basics, Four Basics, Mathematics Curriculum Standards, Key Competencies

References

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[2]	Cai, J. & Nie, B. (2007). Problem solving in Chinese mathematics education: research and practise. ZDM Mathematics Education, 39, 459-473.
[3]	Clarke, D. J., Keitel, C., & Shimizu, Y. (Ed.). (2006). Mathematics classroom in twelve countries: the insider’s perspective. Rotterdam: Sense Publishers.
[4]	Einstein, A. (1936). On Education. Retrieved from http://www.quotesby.net/Albert-Einstein
[5]	Geary, D. C., Bow-Thomas, C. C., Liu, F. & Siegler, R. S. (1996). Development of Arithmetic competencies in Chinese and American children: influence of age, language, and schooling. Child Development, 67, 2022-2044.
[6]	Gu, M. (2001). Retrospect and prospect for the curriculum reform in the past century. Education Research, 7, 15-19.
[7]	Stephens, M. & Xu, K. (2014). Using a framework of 21st century competencies to examine changes between China’s 2001 and 2011 mathematics curriculum standards for basic education. Journal of Mathematics Education at Teachers College. 5 (2), 9-15.
[8]	Ministry of Education. (2001). Curriculum Reform Guidelines for the Nine-Year Compulsory Education. Retrieved from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_309/200412/4672.html.
[9]	Ministry of Education. (2001). National curriculum standards of mathematics for basic education (2001 Edition). Beijing, PRC: Beijing Normal University Publishing Group.
[10]	Ministry of Education. (2011). National curriculum standards of mathematics for basic education (2011 Edition). Beijing, PRC: Beijing Normal University Publishing Group.
[11]	Ministry of Education. (2014). On the further development of curriculum reform, setting high moral values and fostering students’ overall development. Retrieved from http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/s7861/s8010/s8011/201404/t20140424_167612.html.
[12]	Rong, T., & Wei, S. (2010). Fundamental focuses of Chinese mathematics education: Characteristics of mathematics teaching in China. Journal of Mathematics Education, 3 (2), 160-169.
[13]	Zhang, D., Li, S., & Tang, R. (2003). The “Two Basics”: Mathematics Teaching and Learning in Mainland China. In L. Fan, N. Y. Wong, J. Cai, & S. Li, (Ed.), How Chinese learn mathematics: perspectives from insider (pp. 189-201). Singapore: World Scientific.

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Keqiang Xu. (2017). From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects. English Language, Literature & Culture, 2(5), 52-56. https://doi.org/10.11648/j.ellc.20170205.12

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Keqiang Xu. From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects. Engl. Lang. Lit. Cult. 2017, 2(5), 52-56. doi: 10.11648/j.ellc.20170205.12

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AMA Style

Keqiang Xu. From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects. Engl Lang Lit Cult. 2017;2(5):52-56. doi: 10.11648/j.ellc.20170205.12

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@article{10.11648/j.ellc.20170205.12,
  author = {Keqiang Xu},
  title = {From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects},
  journal = {English Language, Literature & Culture},
  volume = {2},
  number = {5},
  pages = {52-56},
  doi = {10.11648/j.ellc.20170205.12},
  url = {https://doi.org/10.11648/j.ellc.20170205.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20170205.12},
  abstract = {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.},
 year = {2017}
}

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TY  - JOUR
T1  - From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects
AU  - Keqiang Xu
Y1  - 2017/10/23
PY  - 2017
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JO  - English Language, Literature & Culture
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PB  - Science Publishing Group
SN  - 2575-2413
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AB  - 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.
VL  - 2
IS  - 5
ER  -

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Author Information

Keqiang Xu

Faculty of Education, Southwest University, Chongqing, China

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APA Style

Keqiang Xu. (2017). From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects. English Language, Literature & Culture, 2(5), 52-56. https://doi.org/10.11648/j.ellc.20170205.12

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ACS Style

Keqiang Xu. From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects. Engl. Lang. Lit. Cult. 2017, 2(5), 52-56. doi: 10.11648/j.ellc.20170205.12

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AMA Style

Keqiang Xu. From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects. Engl Lang Lit Cult. 2017;2(5):52-56. doi: 10.11648/j.ellc.20170205.12

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@article{10.11648/j.ellc.20170205.12,
  author = {Keqiang Xu},
  title = {From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects},
  journal = {English Language, Literature & Culture},
  volume = {2},
  number = {5},
  pages = {52-56},
  doi = {10.11648/j.ellc.20170205.12},
  url = {https://doi.org/10.11648/j.ellc.20170205.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20170205.12},
  abstract = {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.},
 year = {2017}
}

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TY  - JOUR
T1  - From “Two Basics” to “Four Basics” in Chinese Mathematics Curriculum Standards: Development, Reflection and Prospects
AU  - Keqiang Xu
Y1  - 2017/10/23
PY  - 2017
N1  - https://doi.org/10.11648/j.ellc.20170205.12
DO  - 10.11648/j.ellc.20170205.12
T2  - English Language, Literature & Culture
JF  - English Language, Literature & Culture
JO  - English Language, Literature & Culture
SP  - 52
EP  - 56
PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20170205.12
AB  - 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.
VL  - 2
IS  - 5
ER  -

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