A terminology-based comparative study of the 2011 edition and 2022 edition of mathematics curriculum standards for compulsory education

In order to find out about commonalities and differences between the 2011 and 2022-edition of compulsory education mathematics curriculum standard, the text content of the two editions is taken as the research object, and from the perspective of terminologies, a comparative study is done in combination with word frequency statistics by means of social network analysis method to compare the changes in newly-added and deleted terms. The Citespace software was used to draw the term knowledge map, and the intermediary centrality was used to analyze the change of term importance. It is found that: "version 2022" is the inheritance and development of "version 2011";" version 2011" focuses on problem solving itself, while "version 2022" puts more emphasis on building virtue and cultivating people. "version 2011" emphasizes the development of students' ability to solve mathematical problems, while "version 2022" emphasizes the cultivation of "problem-solving ability in practice". And based on the research findings, 3 pieces of advice for teaching are put forward: strive to create a real situation; provide students with opportunities for constructive learning whenever possible; give attention to the fostering of students' scientific attitude and reasoning spirit.