A Comparative Study Of Primary Mathematics Curriculum Framewok Between Shanghai And California

Mathematics education plays an impotrant role in fosteirng mathematical literacyand the comprehensive quality of students, it is special for cultivating the students’abstract ability, reasoning ability and creative ability. Shanghai promulgated themathematics curriculum framework in2004and California promulgated themathematics curriculum framework in2005.In this thesis, there are two comparativeobjects which are primary mathematics curriculum framewok of Shanghai(draft) andmathematics rfamewok for California publik schools(primary school).The authortries to compare the text structure, curriculum objectives, contents standard, learningevaluation and textbook.This thesis focus on the following three questions: What aredifferences and similarities between them? Where is the gap between the twomathematics curriculum framework and whether do they develop towards the samedirection？ What can be drawn from mathematics framewok for Caliofrnia publikschools for revising the mathematics curriculum framework of Shanghai?The thesis consists of five chapters.The first chapter is the introduction part.Itmainly introduces the background, purpose andmeaning of the thesis,the definition ofrelated concepts and research methods. The second chapter is areview of literature，mainly reviews the relevant literature about China and USA，which lays thefoundation for the entire design. The third chapter analyzes the text of Shanghai andCalifornia mathematics curriculum framework. Introducing the structure, designideasand the content of the curriculum implementation of primary mathematicscurriculum framewok of Shanghai(draft). Introducing structure, curriculum idea,teacher’s professional development andt he application of technology in mathematicsframewok for California publik schools(primary school).The fourth chapter comparesthe text structure, curriculum objectives, contents standard, learning evaluation and textbook. The iffth chapter is the conclusion and suggestions. This part maily giveadvice for revising the mathematics curriculum framework of Shanghai. Firstly,Keeping our strengths and increasing the mathematical examples of life inmathematics framework. Secondly, strengthening the integration of informationtechnology and mathematics teaching. Thirdly, building the connection ofmathematics and other disciplines. Fouth, stimulating the students’ interest in learningmathematics by using mathematical story in teaching. Fitfh, paying more attention tothe role of parents in mathematics learning.