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  3. If the world’s education systems have a common focus, it is to turn out school-leavers who are proficient in maths. Governments

If the world’s education systems have a common focus, it is to turn out school-leavers who are proficient in maths. Governments

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问题     If the world’s education systems have a common focus, it is to turn out school-leavers who are proficient in maths. Governments are impressed by evidence from the World Bank and others that better maths results raises GDP and incomes. That, together with the soul-searching provoked by the cross-country PISA comparisons of 15-year-olds’ mathematical attainment produced by the OECD, a club of mostly rich countries, is prompting educators in many places to look afresh at what maths to teach, and how to teach it.
    Those countries fret about how to catch up without turning students off the subject with boring drill. Top performers, most of them Asian, fear that their focus on technical proficiency does not translate into an enthusiasm for maths after leaving school. And everyone worries about how to prepare pupils for a jobs market that will reward creative thinking ever more highly.
    Maths education has been a battlefield before: the American "maths wars" of the 1980s pitted traditionalists, who emphasized fluency in pen-and-paper calculations, against reformers led by the country’s biggest teaching lobby, who put real-world problem-solving, often with the help of calculators, at the centre of the curriculum. A backlash followed as parents and academics worried that the "new maths" left pupils ill-prepared for university courses in maths and the sciences. But as many countries have since found, training pupils to pass exams is not the same as equipping them to use their hard-won knowledge in work and life.
    Today’s reformers think new technology renders this old argument redundant. They include Conrad Wolfram, who worked on Mathematica, a program which allows users to solve equations, visualize mathematical functions and much more. He argues that computers make rote procedures, such as long division, obsolete. "If it is high-level problem-solving and critical thinking we’re after, there’s not much in evidence in a lot of curriculums," he says.
We can infer from the first paragraph that______.
选项 A、a man’s salary may be higher if he is good at maths
B、maths is the most important subject in many countries
C、high scores at school equal to great achievement at work
D、teachers in rich countries know exactly how to teach maths
答案A
解析 选项[A]对应第一段第二句：Governments are impressed by evidence from the WorldBank and others that better maths results raises GDP and incomes．其中，better maths results raisesGDP and incomes与该项的表述相符，故该项正确。选项[B]和[C]文章没有提到，属于无中生有，错误。选项[D]对应该段最后一句：…OECD，a club of mostly rich countries，is promptingeducators in many places to look afresh at what maths to teach，and how to teach it．其中look afreshat what maths to teach，and how to teach it(重新审视数学教什么、怎么教)说明富裕国家的教师也在苦恼如何教数学，这与该项know exactly how to teach maths不符。故排除该项，本题答案为[A]。
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