Impact of curriculum reform: Evidence of change in classroom practice in mainland China

The study examined the impact of curriculum reform on teaching practice in primary mathematics in mainland China. The participants included 58 fifth grade mathematics teachers from 20 schools. Thirty-two of the classrooms had utilized a reform curriculum for 5 years prior to conducting the study, and the remaining 26 had been using the conventional curriculum. Each of the 58 teachers was videotaped for 3 of his/her classes during a 3-day period and the videotaped class sessions provided the data source for the study. The focus of the study was on the instructional tasks that were implemented in the classrooms and on the teacher and student interaction. Results indicated that a greater proportion of high cognitive level tasks were implemented in the reform classrooms when compared to those in the non-reform classrooms. Numerical symbolic representation as well as single-solution strategies were dominant in the instructional tasks for both groups. However, in the reform classes a higher proportion of instructional tasks were used that involved visual illustrations and hands-on manipulation and multiple-solution strategies. An analysis of classroom discourse showed that most of the teacher questions were related to memorizing exercises and explanations of answers. However, the teachers from the reform classrooms were more likely to ask students to describe the procedure that led to an answer and to inquire further into students’ responses. The results indicated positive changes in classroom practice resulting from implementation of the new curriculum.

► The study examined the instructional tasks and the teacher-student interaction in classrooms implementing a reformed mathematics curriculum and those utilizing a conventional curriculum.
► Compared to the non-reform classrooms, the reform classrooms used more instructional tasks with high cognitive-demands, multiple representations, and multiple solution strategies.
► The teachers of reform classrooms were more likely to ask students to describe the procedure leading to an answer and inquire into student responses.
► The curricular impact was more significant for the teachers with a bachelor degree than with associate degrees.