Wei Gao

Xianwei Liu

Based on the fieldwork carried out at two elementary schools, Merits School and Pioneer School, in northeastern China, the monograph details how local schools enacted the New Mathematics Curriculum Reform that was launched in early 2000. The trajectory of the reform implementation at each school was plotted out. Both schools resorted to a long-standing quality control mechanism, i.e., teaching norms, to operationalize the reform ideas. The mechanism functioned by placing teachers under measurable supervision and evaluation aligned with the reform. The schools responded to the reform following school people’s raising practical concerns, as well as the established school culture. Merits School arrived at a "two-faced strategy" to cope with the reform. Pioneer School managed to maintain a balance between promoting reform pedagogy and maintaining good test rankings. Both schools marginally involved parents in the implementation of the reform. This study suggests that to achieve success, reformers need to place equal emphasis on the transformation of teachers as well as local policymakers. This book enriches the existing literature on the implementation of mathematics curriculum reform at the school level and brings insights into the schools’ implementation decisions, which will appeal to policymakers, curriculum researchers and administrators.

Implementation of China’s New Mathematics Curriculum Reform (2000–2020)

No School Left Behind

"Based on the fieldwork at two elementary schools in northeastern China, the monograph details how local schools enacted the New Mathematics Curriculum Reform that was launched in early 2000. The trajectory of the reform implementation at each school was plotted out. Both schools resorted to the long-standing quality control mechanism and teaching norms to operationalize the reform ideas. The mechanism functioned by placing teachers under reform-aligned, measurable supervision and evaluation. The schools responded to the reform out of school people's practical concerns as well as the established school culture. Merits School arrived at a two-faces strategy to cope with the reform. Pioneer School managed to maintain a balance between promoting reform pedagogy and maintaining good test rankings. Both schools marginally involved parents in the implementation of the reform. This study suggests that to achieve success, reformers need to place equal emphasis on the transformation of teachers as well as local policymakers. This book enriches the existing literature on the implementation of mathematics curriculum reform at the school level and brings insights into the schools' implementation decisions, which will appeal to policy makers, curriculum researchers and administrators"--

Xianwei Liu

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