How Chinese Citizens Understand the Inflection Point of COVID-19 Pandemic: Insight into Formal Mathematics and Street Mathematics

Yi Wang¹Lei Zhang^1,2Na Li³Chongyang Wang¹Lidong Wang^1*

• ¹Beijing Normal University, Beijing, China
• ²Guizhou Normal University, Guiyang, Guizhou Province, China
• ³Central China Normal University, Wuhan, Hubei Province, China

The COVID-19 pandemic has challenged mathematics education globally, prompting reflection on its role post-crisis. This study investigates how people use mathematics to understand the inflection point of the COVID-19 pandemic, using data from 1,371 Chinese people, and explores the possible reasons behind their understanding. Using mixed methods, including a questionnaire survey and interviews, the research reveals that few can precisely explain the inflection point, though secondary school education is supposed to equip people with relevant knowledge and literacy and official media releases on the pandemic are another source for people to do so. Meanwhile, people tend to apply informal rather than formal mathematics in their understanding. The results highlight a gap between real-world problems and classroom mathematics, encouraging educators to focus on practical applications, knowledge transfer, and out-of-school learning. It emphasizes the need for mathematics education to bridge the divide between academic concepts and real-life situations, promoting more effective mathematical literacy in society.