Mathematical Competencies of Chinese Students: An International Perspective

Abstract

This chapter identifies aspects of the study of mathematical competencies of Chinese students that are likely to be of special interest to international readers. Perhaps the most striking feature is the scale of the work. Within an overarching framework for conceptualizing mathematical competencies, there are detailed reviews of the treatment of each of these cognitive and non-cognitive competencies in the Chinese curriculum since 1902, and a comprehensive set of snapshots of the current performance of Grade 8 students on each. The assessment tools provide powerful base-line data for monitoring students’ mathematical competencies into the future. The detail in the studies will assist international researchers to more deeply understand some of the paradoxes in PISA results, such as Chinese students reporting low classroom exposure to “applied problems” while also demonstrating outstanding performance on items emphasizing PISA’s formulate process. The book gives insight into the strong Chinese tradition of mathematics education, changing over time in response to dramatic social and economic forces but retaining unique features and also becoming increasingly well integrated with international thought.