A Study On Mathematical Problem Solving Representation Level Of Yi Students Of Grade Six

It is explicitly pointed out in Mathematics Curriculum Standard that “Everybody can obtain good mathematics education and different people have different development in mathematics.” However, China’s population distribution, regional economy and cultural differences result in regional educational development differences, thus the elementary education level are much higher in Eastern coastal areas than that in the western regions. In the western regions, the ethnic minority elementary education level is obviously lower that in Eastern coastal areas. Ethnic minority elementary education is an important part of our country’s elementary education, so improving elementary education level in ethnic minority areas is an important part of improving elementary education level in China.According to the famous mathematician Polya, learning mathematics is mainly about learning how to solve the problems. Therefore, to improve the teaching level of ethnic minority elementary school, it is necessary to understand the problem solving representation level and then to carry out classroom teaching with some targets.Therefore, the study is mainly to solve two problems: firstly, to understand the current situation of problem solving representation level among pupils at Grade Six from Yi nationality inWuding Chuxiong Yi Autonomous Prefecture, Malong County and Kirin District Qujing in Yunnan Province. Secondly, to analyze the factors of differences in problem solving representation and to put forward some teaching suggestions of improving Yi-pupils’ problem solving representation through classroom observation, teaching cases collection and the combination of the investigation, test conclusion and characterization problem solving level evaluation standard.In order to well carry out this study, the main methods like survey, testing, oral report and case study were used. The main conclusions are as follows: Grade-Six pupils’ problem solving representation levels of various mathematic problems are identical, they tend to use the program characterization and abstract representationand there exist no significant differences between boys and girls on some mathematic problem solving representation levels and there is significant difference between Yi pupils in urban and rural school on problem solving representation levels. Besides,mathematical problem solving representation levels and math grades are significantly positively related. Teaching suggestions constructed to help improve Yi students’ mathematic problem solving representation levels are as follows: firstly, focus on creating teaching situation, secondly, pay attention to the process of constructing knowledge and emphasize the use of multiple representation. Secondly, employ more explorative problems, focus on students’ mind participation, and apply more teacher-student interactive activities and help pupils to understand mathematics learning needs from intuitive representation to abstract representation in teaching processes. Thirdly, help pupils experience and think on their own to promote the exchange of internal representation and external representation so as to gradually improve the CPFS structure network.