Here I will provide some of my reflections on this project, as well as provide some additional context surrounding Chinese math education.
When I first started this project, I wondered if there would even be meaningful differences to find between Chinese and American math education. After all, math seems like it should be "objective". It's a topic where the same rules and facts stay true everywhere. But as I looked at textbooks, exam problems, and teachers' beliefs, I realized that even within a subject like math, culture will affect what is taught and how it is taught.
One major contrast that stood out is how Chinese and US teachers view what counts as "good" or "proper" mathematics. In China, there is a much stronger emphasis on structured, rigorous solutions. Students are expected to not only find the right answer, but do so using formal methods, proper notation, and complete logical arguments. Even small details like units, precise wording, or correct format are taken seriously during grading. In contrast, American math education tends to focus more on the thought process and practicality. If a student shows the right idea and gets to a reasonable answer, even through estimation or informal methods, teachers will be lenient.
This reflects a deeper difference in how math itself is viewed. In China, math is treated as a discipline to be mastered. It's a way of training the mind, building habits of precision, and preparing students for any future field through mental rigor. In the US, math is more often treated as a tool for real-world application, valued for its usefulness in everyday situations rather than its internal structure. Neither view is completely wrong or completely right; both have strengths and weaknesses depending on what skills are most needed later in life.
Along the way, I also came across some surprises. I initially thought Chinese math education would be heavily rote and memorization-based. This idea was based on preliminary research and perhaps some common stereotypes perpetuated here in the US. While practice and repetition are definitely emphasized, it became clear that general understanding and flexible reasoning are also valued. Problems often encourage students to generalize methods, think carefully about structure, and prove statements rigorously . Memorization is certainly not the full picture. Additionally, while problems on the Gaokao revolve primarily around conceptual math, Chinese textbooks have no shortage of real-world problems.
This project helped me see that education isn't just about content. It actually tells quite a bit about values. In China, mastery of formal systems reflects a cultural respect for discipline, effort, and structured knowledge. In the US, the emphasis on flexibility, individual thinking, and real-world use reflects a different kind of perspective: that learning should serve the person and their development.
What matters most is realizing that these differences aren't just academic. They shape how students think, how they approach problems, and even how they see their place in the world.
Even in something as "objective" as math, we are learning more than numbers — we are learning a vision of what it means to think, to succeed, and to contribute to society.