From “Curriculum as a Fact” to “Curriculum as a Practice”

For a long time, curriculums always appear in a as a fact. For the mathematics education, as a fact shows its own obvious limitations: pursuing the logic of knowledge, focusing on the transmission of knowledge, and emphasizing the abstract nature of knowledge. However, as a practice has its advantages of making students experience the course of thinking, emphasizing students' subjectivity and promoting students to contact mathematics with reality. In the context of the mathematics curriculum reform, mathematics curriculum issues need to be viewed as a practice, and we should advocate as a practice.