A Comparative Study Of Mathematics Curriculum Standards In Primary And Secondary Schools In China And India

India is a model of national education. The comparative research of China and India elementary school mathematics curriculum standard is not enough. This article selects the latest compulsory education mathematics curriculum standards of China(2011 edition) and Syllabus at Elementary Level:Mathematics of India(2006 edition) as the object, uses literature method and comparative research to compare the current primary school mathematics curriculum standard between the two countries which includes five aspects:the basic framework, basic idea, curriculum objectives, curriculum content and teaching material writing suggestion of the two countries elementary school mathematics curriculum standard. Through comparison and analysis, this article concludes the following results:In the aspect of frame structure, the two countries’writing system and the division of learning period are completely different and the content structure is slightly different. Generally, the overall frame structure of China is more complete than India.In the aspect of the curriculum basic idea, both countries highlights the subjectivity of the students, pay attention to improve the student’s study methods, and claim to establish evaluation system, but there are differences in the importance of information technology and relationship among subjects.In the aspect of the curriculum objective, the two countries both concern "double-base" education, attaches great importance to the problem solving, and cultivate innovation ability. But in terms of ways to achieve goals are obviously different. China pays attention to mathematics study and the process of exploration and discovery mathematics questions, but India emphasized the importance of mathematical activities.In the aspect of curriculum content, both countries cover three areas:the number and algebra, graphics and geometry, statistics and probability. In addition, China also sets up a specific area for comprehensive practice.In the aspect of the teaching material writing suggestion, the content between the two countries present in a different way, but both country values the connection of mathematics learning and children’s daily life, focusing on mathematics activities and learning process.Through the comparative study, it shows that we should continue to pay equal attention to the blameless system and obvious target level, strengthen the relation among different discipline, emphasize the design of mathematics activity, enhance the hands-on ability, enrich the content of "comprehensive and practical design", optimize plan implementation, and strengthen the curriculum applicability.