International Comparative Study On High School Mayhematics Curriculum Standards

The research was based on three parts research background,first,the intensive study on international comparison and evaluation of curriculum standards; second,the international community began to focus on secondary mathematics education in Africa;third,the wide applications of integrated evaluation theory.The author conducted literature trend analysis, literature review and research contents highlights analysis,and carded the history of "mathematics curriculum standard" and its comparative study and comprehensive evaluation.Then,the author discovered the research emphasis and development trend, and assessed the validity and value of this research further.In addition to the curriculum standard of China was published in 2003,the other curriculum standards of Singapore, South Korea, Japan, Australia, Oceania, Europe, the Netherlands, France Americas United States and South Africa, Ethiopia etc. published after 2009 ware the latest ones.The author conducted comprehensive evaluation and content analysis.In the part of evaluation factors,it involved the determination both comprehensive evaluation factors and to determine the factors weight;in the part of the evaluation model,it involved the conduction,examination and application of comprehensive evaluation model.First.the author determined the factor in breadth model with knowledge, skill, process, thinking, context, attitude and value.mainly referred to the definition of mathematical literacy by curriculum standard and tri-dimensional goals of China,PISA2012 and foreigner curriculum standard,and combined with semi-structured interview of more than 10 experts in related fields.At the same time,the author conducted the questionnaire survey method (Li Kete five scale),surveying 108 experts in related fields and graduate student representatives, and finally determine the six factors above,and the proportion of their weight was approximately equal to 8:7:6:10:5:4.Then,the author used comprehensive evaluation model with "functional" and "equilibrium" to conduct breadth model.What’s more,the main way to test the rationality of the model construction is the application of the small scale and the expert judgment.It should be mentioned that the experts’identity of research methods.determination both of factors and factor weight,model construction and model application in the model research are not less than 4 (up to 5).In the part of model application.the author mainly conducted content analysis,whose concrete steps are mainly divided into three steps:sample determination,factor frequency statistics and model formula calculation.First,the author selected function and sequence from ten countries’curriculum standard,which were highly related with financial and consumer situation as a specific object of study.And the result showed that the curriculum length of Ethiopia,South Africa and China is the longest,while the ones of Japan,Singapore and the Netherlands is the shortest.Then,in breadth statistics of factor,the two coders coding Spearman rank correlation coefficient was 0.917 (comply).Finally, through the model calculation the author found that Ethiopia and South Africa in the breadth literacy mainly depends on the length.if the breadth literacy divided by the length coefficient,both of them would be more rearward,especially Ethiopia.While Japan and Singapore have a wider breadth of literacy with less space;China has an advantage on the length and breadth literacy;the United States and Holland are on the contrary;and Australia,South Korea and France keep the curriculum on the straight and narrow.Based on the comprehensive evaluation research on the outstanding performance of China,South Africa and Ethiopia etc,the author conducted quantitative analysis on overall framework and knowledge framework of the curriculum standard of these three countries,especially at the aspects of knowledge,skill,process,thinking,context,attitude and value.Finally,the results show that Mathematical thinking is the most important mathematics literacy indicator;some developing countries in the curriculum length is longer than the others,such as South Africa and China;African countries emphasis on financial literacy in curriculum standards and so on.lt is concluded that the literacy of mathematics curriculum standards needs to pay attention to mathematical thinking elements;needs to take into account the breadth of literacy and the length of curriculum standards; needs to pay attention to financial literacy in curriculum standards and so on.