Investigation Of Number Sense Between Uygur And Han Nationality In Kashi Area

Players have the ball sense, singers have the music sense, students have thelanguage sense, mathematics learning will actually have. In people’s life and learningin practice often to deal with all kinds of number, often consciously will contactnumber set up some phenomenons. The contact number of the actual problem up to afew. In2001, China regulated for the first time that number sense should be thelearning contents for day schools in the course of mathematics in “Criteria forCompulsory Education of Mathematics (in experiment)”. understanding of numbersense, let the students in the process of learning mathematics establish number sense,is a worth emphasizing and attaches great importance to the problem.China is a multi-ethnic country, each nations have different cultural background,education development is not balanced. Based on the actual situation of the kashgarregion education teaching as the research basis, combining with the characteristics ofmathematics subject characteristics and cross-cultural mathematics education, part ofthe fourth grade primary school students of kashgar region is chosen as the object ofinvestigation, elementary student’s number sense in kashgar region level investigation,analysis, research, trying to find out the difference between Uygur and Hannationality students in number sense development level and analyzed. Led us throughthe questionnaire survey, the number of dimensions, the Uygur and Han nationalitystudents in meaning, the number of operations, the number of estimates, the numberof problem solving significant differences on the four dimensions, there aredifferences between the said in the number of the dimensions, there are no differencesin number’s size of the dimension. The factors affecting the development of d hanstudents are divided into three parts, from the internal language factors, motivation,learning style, cognitive structure, the external environment such as schools, teachers,families, and the fusion of national culture to the students one by one to the influenceof number sense is analyzed, and targeted put forward the cultivation anddevelopment of minority areas advice to students: first, to understand thecharacteristics of the Uighur students’ learning, to strengthen students’ number sense.Second, change the traditional teaching concept, change student’s study way, promotethe formation of number sense. Third, pay attention to the school-based teachingresearch and development, adjust measures to local conditions of teaching, to make up for any deficiencies in the mathematics teaching material; Fourth, enhance teachers’teaching skills training, cultivating excellent bilingual teachers of mathematics. AboveSuggestions aim to provide enlightenment for mathematics elementary education inethnic minority areas, to provide the necessary reference for the improvement of basicmathematics education in minority areas.