International Comparative Study On The Context For Mathematics Instruction In Primary And Secondary School

From the begining of the 21st century,a new round of basic education curriculum reform launch in China.The context for mathematics instruction's value has been get general recognition and positive practices with education policy makers,mathematics education researchers and mathematics teachers.Create and use the context for mathematics instruction scientific and reasonable,play the full role of the context for mathematics instruction,help to achieve the teaching purpose effectively by using the context for mathematics instruction,has become one of the current research focus in the mathematical education research field.Today the international comparative study becomes more common and thriving.Review of the existing academic research related to the context for mathematics instruction,many of them still belongs to the theory thought and experience.In order to table a proposal to China's middle and primary school mathematics curriculum and the creation of the context for mathematics instruction in primary and middle school mathematics classroom,this study proposed the following two major research questions:1.Under the global perspective,what are the objectives and requirements for creating the context for mathematics instruction in elementary and middle school math curriculum in China,the United States and Australia?What are the similarities and differences?What constructive inspiration can we get for the revision and improvement of the mathematics curriculum of primary and middle schools in our country?2.Under the global perspective,what are the main characteristics of the context for mathematics instruction in elementary and middle school mathematical instruction classroom practice in China,USA and Australia?What are viewpoints do students and teachers have about the context for mathematics instruction?What are the similarities and differences?What are the constructive implication for the deepening reform in our country in elementary and middle school mathematics classroom instruction?To answer the first research question,this research compared China,the United States and Australia 3 countries' four primary and middle school mathematics curriculum analyze and compare the statement about the context for mathematics instructions.The conclusions are as below:create the context for mathematics instructions is a common requirement in international major national curriculum,so our country should continue to encourage creating the context for mathematics instructions.Our curriculum should break through the incomplete understanding of the context,draw lessons from the United States and Australia,our primary and secondary school mathematics curriculum should have more utility requirements on the context for mathematics instructions.Lead teachers create more real world context,promote students to develop mathematical understanding and key competencies related to context,and actively encourage teachers to carry out the real world context in mathematics practice.To answer the second research question,this research does the content analysis and comparative study on video data and the student and teacher interview information in China,the United States and Australia's LPS resource data.The main conclusion are:All the three countries' mathematics classroom instructions in secondary middle school,creat and use the context for mathematics instruction is a quite common fact,but the practice and style of creating and using the context for mathematics instruction are quite different.In the case of Chinese math class,we should continue to introduce new knowledge and practice using the context for mathematics instruction.Keep the advantage of efficiency in using the context for mathematics instruction in the mathematics classroom,with the goal of instruciton effectively.Learn from the United States and Australia secondary middle school mathematics teachers to create and use more real world contexts closely related to students' real life.Fuses together appropriate with mathematics instruction activities and the context,give full play to the real function of context for mathematics instruction in promoting students' mathematical understanding and cultivating students' key competencies.