The comments seem to indicate that that particular scan is from a book of humor rather than a maths textbook or paper.
This link shows the difference between questions asked in a British first year university exam and a Chinese University entrance-exam ... just note the difference in difficulty. I don't think many of our students here (if any) would even be able to get INTO a Chinese university.
http://toshuo.com/2007/chinese-math-students-vs-english-math-students/
Of course some of the comments throw some doubts on the authenticity of this comparison as well ... but anyways ....
Your comments are correct. I was merely being tongue in cheek in that one.
The same with the 180 deg in case someone missed.
I'm sorry I can't comment on the link you produced but someone else did and their commentary said that the two test papers are different - one is for students who need remedial maths and the other is meant to be challenging (Chinese one). Even subtle differences can mean something.
Look cram schools have been the norm in Japan since the 50s and Korea and Taiwn embarked on this too. This has led to a great deal of social harm, depression and even teen suicide due to the highly competitive natures of those systems. In Japan the universities were very difficult to get into but easy - apparently easier to be in than US ones once you got in. They are no re-evaluating their educational system as more people fail to keep up with
the highly competitive educational system which starts IN PRESCHOOL
and also as fewer children enter the system - SEA countries are facing a
population decline. China is even more artificial because of it's communist
system and class or social subordination and social slotting which is further
enforced by the police state. In contrast the West is more individualistic and
this has led to greater scientific achievement in the modern era when compared to China and other SE A countries - which are great at adapting Western ideas but don't seem to come up with them, themselves.
The question can also be asked, how good do your students need to be in maths? Some people are natural at maths, most are not. What has the milestone been in the West thus far. Have enrolees into MIT been better at maths before. Did this translate into more innovation and invention in the West vs what's happening now?
Perhaps you know if a review of this has been done. Does the invention, innovation and competitiveness on ideas in the West compare to a certain critical cut off
point in the mathematical abilities of its students and graduates or can one reduce the quality of teaching to a degree and not impact on these things?
Also remember that most and if not most a good many, of the top graduates in China and India make it their goal to emigrate to the West.