Abstract
This chapter examines the development related to mathematical communication abilities in math syllabus and curriculum standards at the junior high level in China since 1902. This chapter analyses curriculum documents in China from 1902 to 2011 using keyword frequency analysis and text analysis. The study found that mathematical communication abilities in curriculum standards over the past hundred years are defined in four ways: teacher-student communication, student-self communication, student-student communication, and student-text communication. The analysis of the changes to the curriculum requirements provides a better understanding of mathematical communication abilities in China and offers insights on the key factors that affect the development of students’ mathematical communication abilities.
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Chen, Y., He, X., Xu, B. (2021). The Development of Communication in Chinese Mathematics Curricula. In: Xu, B., Zhu, Y., Lu, X. (eds) Beyond Shanghai and PISA. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-68157-9_13
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DOI: https://doi.org/10.1007/978-3-030-68157-9_13
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