Big ideas in the mathematics curriculum: Critical characteristics and teaching principles in an Asian educational context

Abstract

In the past decade, there has been an increased emphasis on utilizing big ideas to integrate and teach mathematical knowledge in schools, particularly within the mathematics curriculum reforms of Asian countries. However, varying interpretations of this concept exist within the research literature and among scholars. Thus, it becomes crucial to clarify the characteristics of big ideas and the principles guiding their implementation in teaching. This chapter provides a comprehensive summary of the defining attributes of big ideas in mathematics curricula worldwide, with specific attention given to Singapore and Mainland China. Furthermore, through an analysis of teaching cases from these regions, principles for the effective implementation of big-ideas-based teaching are proposed. The findings underscore the essential, coherent, progressive, and developmental nature of big ideas within the mathematics curriculum. In terms of pedagogy, it is recommended that teachers identify the most relevant big ideas for their specific class, deconstruct and reconstruct mathematical knowledge based on these key concepts, and prioritize students’ comprehension and grasp of the overarching big ideas.