Affective-related content in the Chinese mathematics curriculum: A comprehensive review of syllabus changes in compulsory education in Mainland China

Abstract

With the implementation of competency-based education reform in Mainland China, the cultivation of students’ affective domains, including positive attitudes and values, has become a crucial aspect of their competencies. While the affective domain has long been recognized as an important educational goal in school education, its integration into mathematics learning remains unclear. This study aims to systematically review and analyze the characteristics and evolution of affective-related contents in mathematics syllabi or curriculum standards across different periods in Mainland China. The results revealed that the orientation of affective education in compulsory education can be categorized into four stages over the past 70 years, with the themes constantly evolving alongside the development of Chinese society. The first stage (1950-1966) focused on affective education with a national ideological orientation. The second stage (1978-1987) shifted toward a social orientation. The third stage (1988-2000) marked a period of changing orientation. Finally, the fourth stage (2001-2022) emphasized a personal orientation. These findings have important implications for mathematics teachers, as they provide a reconceptualization and understanding of the important role and value of affective factors in mathematics teaching and learning in the current curriculum reform. These insights may have a profound impact on students’ affective development.