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Mathematics Education in China

In: The New Chinese Economy

Author

Listed:
  • Ben Duan
  • Chao Zhang

Abstract

Basic education plays an important part in regional development and construction. As the economy and society develop, education becomes the most fundamental and effective force for a country’s production, and its significance is constantly embodied in more and more aspects. In the past decade, China has grown rapidly. It has taken great strides in economics, national defense, engineering, architecture, agriculture, and scientific research. The authors of this chapter believe that it has much to do with the Chinese government’s devotion to developing basic education, and its efforts to expand investment in education and increase the overall quality of the people. In particular, its special attention to the basic education in mathematics has played a positive role in cultivating excellent talents in all walks-of-life. In China, almost every child of school age will study at least nine years of mathematics, while high school students will study 12 years. It is a matter of utmost importance. China’s mathematic accomplishments cannot be achieved in many countries, even some that may be more developed. This is because mathematics is an elective course in high school in many developed countries, which means that once a student chooses not to take mathematics in high school, his/her learning of mathematics will end early, even before entering into university. In the meantime, China’s constant research and practice in mathematics education, and unceasing reform and innovation in teaching methods and course contents, has also propelled its mathematics education forward.

Suggested Citation

  • Ben Duan & Chao Zhang, 2012. "Mathematics Education in China," Palgrave Macmillan Books, in: Elias C. Grivoyannis (ed.), The New Chinese Economy, chapter 6, pages 105-135, Palgrave Macmillan.
    • Handle: RePEc:pal:palchp:978-1-137-01204-3_6
    DOI: 10.1057/9781137012043_6
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