An Investigation On The Current Situation Of Mathematics Learning Of Wa People In Lincang City

The difficulty in learning maths has become a social focus and an ignorablesocial problem. The difficulty in learning maths of the Wa students in borderland iseven more outstanding. How to resolve the difficulty in maths learning of the Wastudents in senior one and find the reasons and explore the transformational strategiesof maths learning difficulty has become an important and practical issue in front ofthe high-school maths teachers of Wa area in borderland.Based on the respective surveys about Wa students and maths exams, this paperfinds the reasons and types of maths learning difficulties of Wa students throughanalyzing and researching. The factors are as following, the family environment ofWa, the social factors of Wa, the maths teachers and the Wa students themselves. Thefamily factors include that the Wa family’s income is low, the cultural background ofWa nationality is not so good, the degree of harmony in the Wa family is low and theWa parents bring up their children in an improper way. The main social factor is thatthe traditional culture of Wa nationality pay little attention to the children education.The reasons of the maths teachers include that, in their teaching procedures, teachersignore the inspiration of students’ thinking, teachers instruct students in an improperway, teachers fail to exchange feelings with students and teachers is lack of reflectionon their teaching effect or the ability to reflect is ordinary. The reasons of studentsthemselves are that Wa students are not interested in maths learning, Wa students arenot confident about maths learning and their learning habits are bad. There are twotypes of maths learning difficulties, including cognitive difficulties and non-cognitivedifficulties, of which cognitive difficulties include language, reading, understanding,thinking, memorizing and calculating and non-cognitive difficulties are motivation,feeling and attitude.According to the results of surveys, maths test papers, the observation in class,talks with students and the study of some cases, the paper will, with the help ofmodern education theory, psychological theory, intercultural maths education theory and the ecology of education, put forward some transformational strategies to helpWa students transform maths learning difficulties. These transformational strategiesinclude that teachers should help Wa students to find their weakness and strengthenthem, to improve Wa students’ maths learning habits, to promote Wa students’ abilityto use mathematical language, to inspire Wa students’ interest in maths learning, toestablish Wa students’ confidence about maths learning, to strengthen maths teachers’learning about Wa language in Wa area, to develop a local school maths curriculum tomake the textbooks more suitable for Wa students’ learning.Through the survey and research, this paper puts forward some practicaltransformational strategies which are beneficial to improve the Wa students’ mathslearning quality of senior one in Lincang and offer some valuable reference to themaths education of Minority area in borderland.