| Ever since the Third China's National Education Conference in June of 1996, three levels of curriculum development have been carried out in China: nation-based curriculum, local-based curriculum and school-based curriculum, which were stipulated later in the "Congressional Decisions on Basic Curriculum Reform and Development" and the "Outlines of Curriculum for Primary and Secondary Education Reform (manuscript)" in June 2001. It forms the political and leagal base for the local and school-based curriculum and clarifies the rights and responsibilities between them. The school-based curriculum development of maths is one of the key components of the school-based curriculum. It will include the theoretical base and the purpose of the school-based curriculum and reflects the designer's "awareness of curriculum" and his/her expertise in mathematics as well.This paper is to look into the contents of school-based curriculum development of maths from four perspectives: maths as instruments, maths as technology, maths as activities and maths as culture. It is an analysis of the procedures of the practical maths curriculum devepment and a discussion of the characteristics of the maths subject in the senior middle school in China. It will also explore the background and significance of the curriculum development on the basis of the Standards of Maths Curriculum with the theoretial foundation set by Schwa and Stenhouse. It helps senior high school maths teachers to understand the school-based curriculum development with the related experiences in and outside China and it helps to direct them to a more scientific, practical and professional way of school-based curriculum development of maths. It will help increase the middle school maths teachers' awareness of a whole curriculum and the awareness of teacher research and studies as well. It will shed some valuable insights into the practice of the school-based maths curriculum development.
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