A comparative philosophical analysis of primary mathematics curricula between the mainland of China and England in the United Kingdom

This research undertakes a comparative philosophical analysis of ongoing primary mathematics curricula in the mainland of China and England, while acknowledging the profound impact that the philosophy of mathematics education has on shaping these curricula, as evidenced by the works of Hersh (1979), Lerman (1983), Bishop (1991), Ernest (1991) and Zheng (2023), among others. It is dual-faceted, encompassing a comparison of both intended curriculum and potential curriculum implementation. In comparing the intended curriculum, this research adopts an interpretivist perspective and utilises document analysis as its approach. It undertakes a philosophical comparison of the two national curricula in the Number domain within Key Stages 1 and 2 in the mainland of China and Years 2 to 5 in England, considering the initial school entry ages (5 in England and 6 in the mainland of China) to align curriculum comparisons at equivalent cognitive levels. The identified similarities indicate shared constructivist and progressive foundations. However, the curriculum in England exhibits a pragmatic emphasis on practical learning, while the Chinese one leans more towards humanism, prioritising holistic development. In assessing potential curriculum implementation, this study explores teachers’ philosophies regarding the nature of mathematics and its learning and teaching in Hebei Province, in the mainland of China, and the West Midlands, England. Results from the 60 questionnaires and interviews with 10 teachers across the two regions show a general alignment with constructivist and progressive principles. However, divergences emerged: certain West Midlands teachers, shaped by pragmatism and utilitarianism, emphasised practical application and computation, while some Hebei teachers, guided by Confucian values, could lean toward teacher-centred methods even though they promote studentcentred philosophies. The findings of this research offer significant insights into the philosophical foundations that influence mathematics curricula across varied cultural contexts, specifically in the mainland of China and England. These insights underscore the critical role of philosophical considerations in the development of mathematics curricula. Additionally, the study serves as a crucial reference for educators, policymakers, and curriculum designers in the field of mathematics education, particularly those involved in adapting or borrowing educational policies from different cultural backgrounds. The nuanced understanding of how philosophical underpinnings shape curriculum design in different regions emphasises the need for a thoughtful and contextsensitive approach when integrating educational practices across cultures.

Citation

Guo, X. (2024) A comparative philosophical analysis of primary mathematics curricula between the mainland of China and England in the United Kingdom. University of Wolverhampton. http://hdl.handle.net/2436/625752

Publisher

University of Wolverhampton

URI

http://hdl.handle.net/2436/625752

Type

Thesis or dissertation

Language

en

Description

A thesis submitted for the degree of Doctor of Philosophy, University of Wolverhampton 2024.

Rights

Attribution-NonCommercial-NoDerivatives 4.0 International

cbn

Collections

Theses and Dissertations