Skip to content
Research Article Open access CC BY 4.0

A Cross-National Comparison of curricula in China and the US in Terms of Team Education: The Case of One-Dimensional Equation

Shiqian Zhu, Qianqian Kang

Journal of Education, Society and Behavioural Science · pp. 70–81 · Published 4 Dec 2023

10.9734/jesbs/2023/v36i111279

Abstract

Based on the STEAM concept, researchers study the two representative secondary school mathematics textbooks in China and America by using a quantitative analysis method and get the following conclusions: similarities: both textbooks embody the concept of STEAM education, focusing on the breadth of knowledge covered by the textbooks; both textbooks focus on the integration of disciplines, especially on the integration of mathematics and science and technology. Differences: The focus of the two countries’ textbooks is different. The Chinese PEP textbook emphasizes the knowledge of history and environmental engineering, while the American GMH textbook is more diversified and covers a wider range of knowledge and culture, reflecting the distinctive national characteristics of the two countries; the Chinese PEP textbook has a deeper depth of knowledge as a whole, while the depth of knowledge of the American GMH textbook about engineering is deeper than that of the PEP textbook; the Chinese PEP textbook pays more attention to the integration of technology in the mathematics textbook. China's PEP materials place more emphasis on the integration of technical subject knowledge in math materials, while American materials place more emphasis on the integration of engineering knowledge and art knowledge in math materials. By analyzing and evaluating the integration of STEAM concepts into junior high school mathematics textbooks in two countries, this study provides implications for mathematics education researchers and workers, especially textbook developers and writers, in this direction of research.

STEAM education STEM education mathematics teaching materials comparison of teaching materials integration of disciplines

References (11)

  1. 1 STEM education K-12: perspectives on integration [DOI]
  2. 2 STEM Lesson Essentials, Grades 3-8 : Integrating Science, Technology, Engineering, and Mathematics
  3. 3 Developing a Conceptual Model of STEAM Teaching Practices [DOI]
  4. 4 Hong Kong Teachers’ Self-efficacy and Concerns About STEM Education [DOI]
  5. 5 A Theoretical Framework for Integrated STEM Education [DOI]
  6. 6 Infusing Humanities in STEM Education: Student Opinions of Disciplinary Connections in an Introductory Chemistry Course [DOI]
  7. 7 STEM academic teachers’ experiences of undertaking authentic assessment-led reform: a mixed method approach [DOI]
  8. 8 The connection between physics, engineering and music as an example of STEAM education [DOI]
  9. 9 Creating a Grounded Model of Performance Quality of Scientist-Teacher-Student Partnership (STSP) for STEM Education [DOI]
  10. 10 The Recognition and Needs of Elementary School Teachers about STEAM Education
  11. 11 Effect of STEAM Education Program Using Flexible Display [DOI]

Cited by 0

No indexed citations yet.

Related research

Article metrics

Real usage data collected on this platform.

28

Page views

0

PDF downloads

3

Outbound clicks

0

Citations

Views over time

Views by country

Approximate, from request IP at view time — not citizenship or institution. Countries with fewer than 5 views are grouped as "Other".

Traffic sources

Referring site, by host.

Views and downloads exclude known bots/crawlers. Citations combines this platform's own DOI-resolved index with each external source's own reported total — see Cited by above for individually listed citing works. Last refreshed 0 seconds ago.