The Research On Knowledge For Reason Of Mathematical Computations Of Bilingual Mathematics Teachers Of Primary School

Minority education in Xinjiang are highly prized, bilingual teaching is thecentral task of education for ethnic minorities. As a major stakeholders andimplementers of bilingual teaching and practice, subject knowledge level ofbilingual teachers directly related to the students’ understanding of learning contentmastery. The new mathematics curriculum standards(2011Edition), put forward tomake clear a requirement for teachers’ teaching of reason of mathematicalcomputations, and requires teachers should not only enable students to master theprocesses and procedures of the skills, but also to enable students to understand theprocesses and procedures of the truth, the requirements for primary school teachers’knowledge for reason of mathematical computations is a challenge. How doesPrimary School Bilingual Mathematics Teachers grasp in knowledge for reason ofmathematical computations? Whether it can achieve the required level curriculumstandards?Based on this, choosing Urumqi City Primary School BilingualMathematics Teachers as the research object, to study the master degree ofknowledge for reason of mathematical computations, and analyze the factors foreffects of Primary School Bilingual Mathematics Teachers’ knowledge for reason ofmathematical computations, and finally suggestions to improve the BilingualPrimary School Mathematics Teacher’s quality and teacher training quality.Knowledge for reason of mathematical computations implicit in the wholeprimary system, is an important factor to investigate whether someone real grasp ofmathematical knowledge. case of Urumqi, studying the degree of master of reason ofmathematical computations of bilingual mathematics teachers of primary School,analyzing factors of the impact of bilingual teachers’ knowledge for reason ofmathematical computations, giving proposal on how to enhance bilingual teachers’knowledge for reason of mathematical computations.The main results of the study are: the average of test is62.23; four types ofreason of mathematical computations, noun type is the worst, relatively good reasonof mathematical computations is the operational rules of operation type. Among them,the noun type reason of mathematical computations,figure and number’s property isthe worst; regulation theory of rules of bilingual teachers is better than the other twoin operation type reason of mathematical computations, they are short of masterdegree in operational nature,most of bilingual teachers know the the use of nature,but only3(5.77%) bilingual teachers write on the reason of mathematicalcomputations;method type operator in rules and method type aspects of bilingualteachers is relatively good,for the rules, most teachers know and be an example toverify levels. Reason of mathematical computations in the formula, the bilingualteachers’ understanding of the rectangular area formula is limited in finite decimallevel,namely only explain to length is an whole number and finite decimal levels.According to the test, classroom observation and interview, factors effecting thePrimary School Bilingual Mathematics Teachers’ knowledge for reason ofmathematical computations are:educational background, school age, teacher’sprofessional level of Chinese, too much emphasis on the examination-oriented education, do not pay attention to training. In view of the influence factors, putforward some suggestions for Primary School Bilingual Mathematics Teachers toimprove the quality of their own profession.