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The Mathematical Culture in Test Items of National College Entrance Examination in China from 1978 to 2021

Author

Listed:
  • Peiyao Lei

    (School of Mathematical Sciences, East China Normal University, Shanghai 200241, China)

  • Wenqing Kong

    (College of Teacher Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

  • Su Han

    (College of Teacher Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

  • Sunzhong Lv

    (School of Mathematical Sciences, East China Normal University, Shanghai 200241, China)

  • Xiaoqin Wang

    (College of Teacher Education, Faculty of Education, East China Normal University, Shanghai 200062, China)

Abstract

As one of the most important examinations in China, the National College Entrance Examination (commonly known as the Gaokao , hereafter denoted Gaokao ) has a long history and has attracted attention from the Chinese educational community, among others. This study focused on mathematics test items of the Gaokao from the perspective of mathematical culture and examined the national papers (drafted by the Ministry of Education of the People’s Republic of China) of tests from 1978 to 2021 in order to investigate the content and time variation characteristics of mathematics test items reflecting mathematical culture since its restoration. A mathematical culture categorization conceptual framework was established based on previous studies and was applied to test item analysis. Mathematical culture in test items was classified using four categories: Historical Topics , Interdisciplinary Connections , Social Roles , and Aesthetics & Recreation . These were used for data coding and analysis. The results showed that mathematical culture in the mathematics test items of the Gaokao over a 44-year period, in terms of content categories, was diverse but uneven in distribution, with greater focus on demonstrating the social roles of mathematics and less on the historical development of mathematical knowledge. Moreover, the average number of items with mathematical culture during this period was small and fluctuated over time. The content of topics related to social context and technology also changed over time with the distinct characteristics of the times and changes in society. This study provides empirical evidence on how mathematical culture is integrated into test items and how they have changed over time.

Suggested Citation

  • Peiyao Lei & Wenqing Kong & Su Han & Sunzhong Lv & Xiaoqin Wang, 2022. "The Mathematical Culture in Test Items of National College Entrance Examination in China from 1978 to 2021," Mathematics, MDPI, vol. 10(21), pages 1-26, October.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:21:p:3987-:d:955449
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    References listed on IDEAS

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    1. He Gan, 2008. "Chinese Education Traditionthe Imperial Examination System In Feudal China," IBT Journal of Business Studies (JBS), Ilma University, Faculty of Management Science, vol. 4(2), pages 4-5.
    2. Guoqiang Dang & Yufeng Guo, 2022. "A Creative Design Framework for Math Exam Questions Concerning Inequalities and Zeros of Functions with an Unknown Parameter in China National College Entrance Examination," Mathematics, MDPI, vol. 10(10), pages 1-12, May.
    3. Bai, Chong-en & Chi, Wei & Qian, Xiaoye, 2014. "Do college entrance examination scores predict undergraduate GPAs? A tale of two universities," China Economic Review, Elsevier, vol. 30(C), pages 632-647.
    4. He Gan, 2008. "Chinese Education Tradition-The Imperial Examination System In Feudal China," IBT Journal of Business Studies (JBS), Ilma University, Faculty of Management Science, vol. 4(2), pages 115-133.
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