Mathematics Education: Comparing China and the U.S.

Introduction
Every country in the world usually aspires to set education performance standards. This is perhaps due to the realization that education excellence is vital for the progress of a nation. Indeed, successful education is critical for a country to record progressive social and economic outcomes. Even though other areas are of equal importance, many states have increasingly emphasized mathematics education. Fundamentally, mathematics education refers to the practice of teaching and learning mathematics in the way of solving problems. The practice often involves learning formulas and algorithms for computations. Different countries usually emphasize mathematics education. This is because they are well aware that it provides learners with the critical ability to gain knowledge and think logically in any field. Therefore, excellence in mathematics guarantees quality in other areas or disciplines in society. Each country, however, usually pursue a distinct mathematics education program or curriculum. Hence, inevitably, the performance of learners in mathematics usually differs from one country to another. Among the superpowers in mathematics education in the world are the U.S. and China. Nevertheless, there are claims that Chinese mathematics education is superior to the American's. The research paper will seek to compare the two countries focusing on the phenomenon to ascertain this thought. This paper will analyze the excellence of the two countries in mathematics to achieve the objective. Consequently, the study will attempt to document the various factors that promote the excellence of China in mathematics education relative to the Americaâ€™s excellence. Furthermore, the paper will document some of the effects of higher mathematics performance in China compared to America. The report will then strive to offer numerous recommendations that the Ministry of Education in the U.S. can use to reform its mathematics education. The point of view taken in this research paper is that the U.S. mathematics education system has to restructure around the ideals cultivated in the Chinese context to forge an effective turnaround.

Comparing the performance of the Chinese and U.S. mathematics education
TIMSS (Trends in International Maths and Science Study)

Reference is often made to TIMSS to compare the performance of the Chinese and U.S. students in mathematics. TIMSS abbreviates Trends in International Maths and Science Study. Administered by IEW, TIMSS is a series of global assessments of science and mathematics knowledge of students across the world. The students who participate in the assessment come from a diverse set of educational systems defined by geographical location, economic development, and population size. In each of the education system represented, between 4,500 and 5,000 students are assessed. IEA has collected the TIMSS data since 1995 (U.S. Department of Education, 2016). The study takes place every four years and targets grades four to 12. The most recent TIMSS test was performed in 2015. Students from Hong Kong represented China. The outcomes of the test showed that the Chinese students outperformed U.S. students in each grade. For example, the average mathematics score of the 4th-grade Chinese students was 615, which ranked the country at position two. The average score for the American fourth-graders was 539. The Chinese 4th-grade score implies that these students can apply their knowledge and understanding to solve problems (U.S. Department of Education, 2016). Additionally, the score demonstrated that the Chinese 4th graders have the potential to solve word problems that involve operations with simple fractions, whole numbers, and two-place decimals. Further, the score showed that the Chinese 4th graders have a good understanding of the geometric properties of angles and shapes, which are higher than or less than a right angle. Besides, the Chinese 4th graders can interpret and use data in tables besides varied graphs to solve problems. Since the score for the American fourth-graders fall between 475 and 549, it means that the U.S. students have an intermediate capacity (U.S. Department of Education, 2016). Hence, American students have the ability to apply basic mathematical knowledge in straightforward situations. These students illustrate an understanding of decimals and fractions. At the same time, students can relate to two-and-three-dimension shapes. They can as well identify and draw shapes with a simple attribute. Additionally, the score showed that American fourth-graders can read and interpret tables and graphs.

The case was the same for the eighth graders. For instance, the Chinese students' average mathematics score was 594, while that of the U.S. was 519. The Chinese score ranked the country at position five. The U.S. was positioned at number 12. The range of score manifested by both categories of 8th-grade students also has crucial implications, as noted by the U.S. Department of Education (2016). The Chinese studentsâ€™ score identified that these learners exhibit the proficiency to apply their understanding along with knowledge in different relatively complex situations. Therefore, according to the U.S. Department of Education (2016), the Chinese 8th graders can apply information to solve problems that feature different forms of operations and numbers. The students demonstrate basic procedural knowledge that relates to algebraic expressions. Furthermore, the score indicated that the Chinese students can solve a host of mathematical problems with angles, including those that entail rectangles, triangles, parallel lines, and similar figures. At the same time, the score showed that these students can interpret different types of graphs and solve simple problems that entail outcomes and probabilities. A score of 519 indicates that the American 8th-grade students have an intermediate mathematical skill. It demonstrates that students can solve problems that involve decimals, negative numbers, proportions, and percentages. Moreover, the students have some knowledge concerning linear expressions as well as two-and three-dimension figures or shapes. The American 8th graders can also read and interpret data in tables and graphs and have some basic understanding of chance.

Programme for International Student Assessment (PISA)

Other than the TIMSS, the performance of learners in mathematics across the world is also assessed using PISA, which stands for, Programme for International Student Assessment (PISA). According to OECD (2018), PISA is an international study often administered by the Organization for Economic Co-operation and Development, better known as OECD. The test targets countries both within and without the bloc. Central to PISA is an evaluation of 15-years-old school students'

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