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

Youlituzi Alimu, Alimu Abulikemu

Abstract


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.

Keywords


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

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References


[1] Alimu Y. Research on the current situation and countermeasures of mathematical culture in junior middle school mathematics teaching in southern Xinjiang. Chongqing: Southwest University 2019: 1. [2] Ministry of Education of the people’s Republic of China. Mathematics curriculum standards for compulsory education. Beijing: Beijing Normal University Press 2011. [3] Alimu A. Research on the internal factors affecting the mathematics performance of Uygur primary and secondary school students in Xinjiang. Research on Ethnic Education 2011; (6). [4] Alemujiang A. Analysis on the development and research of curriculum resources in ethnic minority areas. Mathematics in Shanghai middle school 2004; (1): 2225. [5] Alemujiang A. Fully explore diversified curriculum resources and strive to develop mathematics teaching materials in poor areas and ethnic minority areas. Journal of Shanghai Normal University (Basic Education Edition of Philosophy and Social Sciences) 2004; 33(2): 1921. [6] Zhong Q. Essentials of new curriculum resources training. Beijing: Peking University Press 2002. [7] Huang Y. Mathematics is life, life is mathematics. China Science and Education Innovation Guide 2012; (6): 149. [8] Li S. PME: Mathematics educational psychology. Shanghai: East China Normal University Press 2002. [9] Zhu J. Middle school mathematics classroom teaching skill training. Changchun: Northeast Normal University Press 1999. [10] Alimu A. Theory of multicultural integrated mathematics education. Journal of Mathematics Education 2010; 5.




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

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