Keywords
mathematics curriculum;
high school;
gifted students
How to Cite
Accepted 2024-11-08
Published 2025-05-28
Abstract
This study offers a comprehensive textual analysis comparing the mathematical curriculum objectives across the International Baccalaureate Diploma Programme (IBDP), China's Ordinary High School Mathematics Curriculum Standards, and the Common Core State Standards Initiative. Using an analytic comparison methodology, the mathematical knowledge and competencies imparted by each curriculum were measured and contrasted. The findings reveal that, when advanced placement courses are excluded, students in China are exposed to the highest number of mathematical knowledge points. However, when including advanced placement courses, the Common Core marginally surpasses the others in the density of mathematical content. Notably, across all three curricula, there's a limited emphasis on technological applications, leading to a stronger focus on computational mathematics and scientific calculations. Methods such as variation and optimization are scarcely touched upon in these curricula.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Xuefei Lin, Guangyu Xu, Bin Xiong (Author)