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Comparative Study of Mathematics Curriculum Standards in China and Australia
- 1 Minzu University of China
- 2 Minzu University of China
* Author to whom correspondence should be addressed.
Abstract
This study examines the Compulsory Education Mathematics Curriculum Standards (2022 Edition) (referred to as "CCM") and the Australian Curriculum: Mathematics (Version 9.0) (referred to as "ACM"). The research finds that CCM emphasizes systematic and rigorous instruction, introduces an integrated and practical field, adds academic quality standards, and adopts a core competence-oriented evaluation approach. In contrast, ACM emphasizes mathematical literacy, practical application skills, interdisciplinary learning, and the integration of information technology, with a diverse range of assessment methods. Implications: China's mathematics education should refine the alignment of goals and content across learning stages, balance knowledge depth with general competencies, improve the evaluation system, promote the deep integration of information technology, and develop a localized curriculum identity.
Keywords
Australia, compulsory education mathematics curriculum standards, curriculum standard changes, comparative study
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Cite this article
Huang,Y.;Hua,J. (2025). Comparative Study of Mathematics Curriculum Standards in China and Australia. Journal of Education and Educational Policy Studies,3(1),62-70.
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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Journal：Journal of Education and Educational Policy Studies
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