A Comparative Study of High School Mathematics Curriculum Standards in China and the United States

Chang Xu; Yi Zhu

doi:10.54254/3049-7248/2025.21486

Research Article

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Published on 14 March 2025

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A Comparative Study of High School Mathematics Curriculum Standards in China and the United States

Chang Xu *^,1, Yi Zhu ²

¹ School of Teacher Education, Capital Normal University, 100048
² School of Teacher Education, Capital Normal University, 100048

* Author to whom correspondence should be addressed.

https://doi.org/10.54254/3049-7248/2025.21486

Abstract

This study examines the high school mathematics curriculum standards of China and the United States, focusing on China’s General High School Mathematics Curriculum Standards (2017 Edition, Revised in 2020) (hereinafter referred to as the “China Standards”) and the high school section of the U.S. Common Core State Standards for Mathematics (CCSSM) (hereinafter referred to as the “U.S. Standards”). Through a detailed comparative analysis of the historical background, framework, curricular philosophy and characteristics, competencies and objectives, as well as content and level requirements of these standards, this study aims to provide insights and references for the further revision and reform of China’s mathematics curriculum standards. The findings hold both representative and universal significance.

Keywords

mathematics curriculum standards, high school, China-U.S. comparison

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References

[1]. Ministry of Education of the People’s Republic of China. (2020). General high school mathematics curriculum standards (2017 edition, 2020 revision). People’s Education Press.

[2]. National Governors Association (NGA) & Council of Chief State School Officers (CCSSO). (2010). Common Core State Standards for Mathematics. http://www.corestandards.org/the-standards/mathematics

[3]. Liu, C., & Zhao, Z. (2013). A study on the quality evaluation of the U.S. common core state standards. Global Education Outlook, 42(9), 32–38.

[4]. Bai, G., & Yang, G. (2008). The characteristics and implications of U.S. mathematics curriculum reform. Foreign Primary and Secondary Education, (7), 43–46, 25.

[5]. Common Core State Standards Initiative. (2010). In the states. http://www.corestandards.org/the-standards

[6]. Curriculum and Textbook Research Institute. (2001). The curriculum standards of primary and secondary schools in 20th-century China: A compilation of teaching outlines - Mathematics volume. Beijing: People’s Education Press.

[7]. Ke, S. (2012). Research on the curriculum standards of basic education and their implementation—A problem-based comparative analysis. Shanghai Education Press.

[8]. Expert Working Committee on Basic Education Curriculum and Textbooks, Ministry of Education. (2012). Interpretation of the compulsory education mathematics curriculum standards (2011 edition). Beijing Normal University Press.

[9]. Cai, J. (2016). History, content, and implementation of the U.S. interstate core mathematics curriculum standards. People’s Education Press.

Cite this article

Xu,C.;Zhu,Y. (2025). A Comparative Study of High School Mathematics Curriculum Standards in China and the United States. Journal of Education and Educational Policy Studies,3(1),45-57.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Journal：Journal of Education and Educational Policy Studies

Volume number: Vol.3

ISSN：3049-7248(Print) / 3049-7256(Online)

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