Using a Framework of 21st Century Competencies to Examine Changes between China’s 2001 and 2011 Mathematics Curriculum Standards for Basic Education

Max Stephens, Richard Xu Keqiang

Abstract


In the Western developed world, the language of 21st century competencies, also
referred to as 21st century skills or competences, is a powerful means of drawing attention to links between the secondary school curriculum, post-secondary education, and the social and economic imperatives of the developed economies. This paper will analyze different levels and breadth of meaning which serve to define 21st century competencies and skills. In particular, the paper looks at how these transformative expressions have characterized the most recent revision of China’s curriculum standards for mathematics in the years of basic education.

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