Educational Research Journal

Abstract

Because of the extreme non-interventionist philosophy of the Macau government, schools in Macau have developed with strong autonomy and almost no coordination. This makes a fascinating context for a study of comparative education, for almost every school is a system unto itself. Although the government is now making efforts to improve liaison, it is not yet possible to refer to a single Macau education system.

This paper exposes differences between the schools. To permit some depth, it focuses on the secondary level and on mathematics curriculum. Although at first sight mathematics might appear a universal subject with commonalities in education systems throughout the world, deeper analysis reveals a wide array of approaches and philosophies. On a methodological note, the paper illustrates the value of internal (as opposed to international) comparative education as a field of study.

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