An Investigation On The Current Situation And Number Of Pupils Of Grade 1 And Grade 3 In Lhasa City

Both in domestic and abroad, the language composition of mathematics is more and more taken seriously in the mathematics teaching, the learning of mathematical language is an important goal of the current mathematics curriculum. The mathematics activities in teaching are based on the mathematical language to express the mathematical thinking. On the other hand, mathematics content is needed to communicate in mathematical language. Therefore, the degree of mathematical language acquisition will affect the level of students’ math achievement.The research of many domestic and foreign scholars on the mathematical language shows that many problems on the mathematics language are one of the causes of students having difficulty in mathematics learning. While mathematical language, includes word language, graphic language, signs language, and numbers and arithmetic is a kind of special sign language, and this research result has inspired the author to study the learning of numbers and arithmetic of Tibetan pupils in grade1-3 in Lhasa. On the basis of reading literature and interviewing, the author found that Tibetan primary students have difficulty in learning numbers and arithmetic. In actual teaching, we often find the students’ homework both funny and annoying: "a fish weighs 2 decimeters, a child weights 30 g ", "40 is one more than 41, 8 is one less than 7 ", "Hua Hua is three years older than Jing Jing, after five years, Hua Hua is eight years older than Jing Jing " ……, all these absurd things let people not know whether to laugh or cry. The author believes that the study the actuality of numbers and arithmetic in Tibetan primary school in grade 1-3 and the finding of the mainproblems existing in the study will be beneficial to improve the learning of numbers and arithmetic for Tibetan pupil to improve the math scores.This study uses literature method, questionnaire method, interview method, with the students from grade 1-3 in a key primary school and a general school in Lhasa as samples to investigate and analysis the actuality of numbers and arithmetic in Tibetan primary school in grade 1-3, this paper concludes:(1) in general, the performance of students in understanding numbers and arithmetic is not good;(2)The performance of all the subjects does not exist significant differences in grade;(3)Specific to each dimension and each grade: the best dimension of Grade one is understanding arithmetic, and then, solving the problem, understanding their number,understanding the number size, understanding the meaning of number. The best performance of Grade two is understanding the meaning of number, then understanding the arithmetic and understanding the number size, the last is solving the problem. The best dimension of Grade three is understanding the meaning of the number, then understanding the number size, understanding the arithmetic,understanding their number, the last is solving the problem;(4) The best dimension of all the subjects is understanding the meaning of the number, then understanding the arithmetic, understanding their number, understanding the number size the last is solving the problem.Problems are:(1) Students have problems in understanding mathematical language, manifesting in students’ confusion of sign language and students’ incomprehension of word language;(2) The problem is transformation of mathematical language, manifesting in the transformation of graphic language andsigns language, word language and signs language, the transformation of quantity units and the formation of transforming sense;(3) The problems exist in solving problems, manifesting in the disconnect of knowledge and practical application, so the knowledge can’t live in specific situations to understand the practical significance of numbers.Suggestions are:(1) Advice for teaching: More attention should be paid to the teaching of understanding mathematical language; More attention should be paid to the teaching of transforming mathematical language; Great importance should be attached to the application in the teaching of numbers and arithmetic.(2) Advice for students’ learning: Actively participate in the learning of mathematical language. Pay more attention to “listening, speaking, reading and writing”.