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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.
According to Paragraph 2,which one is true?
选项 A、Rich countries often do better in maths.
B、Asian students are tired of boring exercises.
C、Creative thinking is crucial for a student’s future job.
D、Top performers’ craze for maths doesn’t wane after leaving school.
答案C
解析 选项[A]与第二段第二句“Top performers，most of them Asian…”的信息不符，文章说“亚洲学生数学更好”，而不是该项的“富裕国家”，故该项错误。选项[B]的信息在原文没有体现，故错误。该段第一句提到：Those countries fret about how to catch up without turningstudents off the subject with boring drill．(那些国家(富裕国家)担心如何赶上其他国家，同时又不让单调的练习题使学生对这个学科感到厌烦。)可见该项中的“tired of厌烦”是根据该句“turn sb．off使某人厌烦”这一信息设置的干扰项。选项[C]对应最后一句：And everyone wor—ries about how to prepare pupils for a jobs market that will reward creative thinking ever more highly．其中，jobs market，reward creative thinking等信息表明该项表述是正确的。选项[D]中的“…craze for maths doesn’t wane after leaving school对数学的狂热在离开学校之后也没有减退”与原文“…does not translate into an enthusiasm for maths after leaving school．在离开学校之后，并没有转化为对数学的热情”不符，其中，“doesn’t wane没有消退”与“does not translate into没有转化为”信息不匹配，故该项表述不符合原文。综上所述，答案为选项[C]。
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