The History And Development Of The Development Of Mathematics Education In

Since the founding of new China, mathematics education of Chinese ethnic minorities has got unprecedented development, but still relatively backward. How to improve the quality of it also need the majority of scholars and educators making unremitting efforts. Nowadays, the developments have caused the attention of domestic scholars. "History is a mirror, but also a profound textbook". Historical issues need to find answers in history The history of Xinjiang minorities’mathematics curriculum from Year 1949 to 2000 has been studied in this paper. Through the collation and analysis of the history, this paper gives some comments and suggestions, and hopes to provide some new ideas and methods for the development of minority mathematics education in the future.Besides the Han nationality, there are 55 minorities in China, the total population of the minorities is minor, but they dwelled in a wide range in the country. The overall distribution characteristics of the minorities is "many nationalities living together, someone inhabiting a region". This paper focus on the minorities’mathematics education in Xinjiang. Xinjiang has many ethnic minorities, several of them are local nationalities who have their native language and character. Seven languages (Chines, Uygur, Kazakh, Mongolian, Xibo language, Kirgiz language and Russian) have been adopted in the local education for a long time, Russian is less used in school. Math textbooks are printed in six languages (except for Russian) there. Mathematics education in Xinjiang reflects the general features of mathematics education of Chinese ethnic minorities, it is the miniature of Chinese ethnic minorities’mathematics education.Mathematics education contains extensive contents. In 1949 the new Chinese math education had just started. In order to set up the system of mathematics education that fitted the Chinese political and economic, the ministries’ education reformed the length of schooling, math teaching syllabus and math textbooks so many times. So the change of mathematics curriculum had become feature representation of mathematics education of minorities. This paper takes the change of the the length of schooling, mathematics teaching syllabus and mathematics textbooks as the clue to discuss.This paper has used the method of literature review, historical research and comparison method to introduce the history of minority mathematics curriculum during the Year 1949 to 2000. In order to clearly explore the history of the development process, this study has divided this period into seven stages. Which have different characteristics. Minority math curriculum is not only based on the development of math curriculum, but also combines with the actual situation of the development of ethnic minority areas. Therefore, this paper introduces the situation in every stage of the historical background and the national mathematics curriculum firstly, and then introduces the situation of minority mathematics curriculum.At last, this paper gives the overall mathematics curriculum development history during 1949 to 2000 in Xinjiang. And analyzes some experience and Enlightenment of the development of math curriculum, hoping to provide some ideas and methods about the development of National Mathematics Education in the future.