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Exploration of Mathematics Culture and Stimulation of Ethnic Students’ Interest in Learning Mathematics

Youlituzi Alimu, Alimu Abulikemu


The interest, attitude, habit and ability of ethnic students in primary and secondary schools in Western China are
not optimistic. In the mathematics classroom teaching of primary and secondary schools, appropriate infiltration of
relevant mathematical cultural knowledge can enhance students’ self-confidence in learning mathematics, and stimulate
students’ interest in mathematics learning, in order to promote students to understand and master mathematical knowledge
and its ideological methods, and produce correct views on Mathematics and mathematics learning, which can promote the
improvement of students’ mathematical achievements and the development of teachers themselves. The western region has
many ancient cities, small border villages, classical culture, human geography, overview of natural scenery, unspoiled
ecological environment, legends, wind washing dust, weddings and funerals, etc., all these are materials that can be used
for mathematics classroom teaching in primary and secondary schools, which are of great educational significance to
students’ mathematics development. According to the requirements of mathematics curriculum standards, primary and
secondary school mathematics teachers should fully explore the rich and colorful traditional mathematics culture
curriculum material resources in ethnic minority areas, reorganize the content of national general mathematics teaching
materials, and design classroom teaching, as well as compile teaching plans for primary and secondary school mathematics
classroom teaching according to the reality of students in the western region. It can improve the mathematics learning
achievement of ethnic students in primary and secondary schools in the western region, so as to improve the quality of
science teaching in the western region.


Explore Mathematical Culture; Ethnic Areas; Mathematics Learning; Interest Stimulation

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DOI: http://dx.doi.org/10.18686/ahe.v5i6.3757