Research On The Application Of Mathematics Education Technology In Tibetan Universities

The application of mathematics education technology for higher education in Tibet has always been the concern of all walks of life.However,the survey found that the function of mathematics education technology in Tibetan universities often paid little attention to it.Whether the function of mathematics education can play an active role in promoting the development of universities can improve the mathematics education in Tibet.The status quo,gaps,problems and particularities of the development of educational technology,and the application of mathematics education technology in Tibetan universities as a perspective to discuss the countermeasures for the construction of math education informatization in Tibetan universities.Based on the previous studies,questionnaires are designed according to the specific conditions of universities in Tibet.Interviews are designed based on the characteristics of teachers in higher education institutions in Tibet.Then,280 questionnaires were sent out by students from Tibet University and Lhasa Teachers College for investigation.The data collected from the questionnaires were analyzed using chi-square test,factor analysis,variance analysis using SPSS 22.0.Parameter test,correlation analysis and regression analysis and other statistical methods to draw the following conclusions:(1)There is a difference in the level of understanding of universal techniques,disciplinary tools,and theoretical literacy among Tibetan university students.As for as ubiquitous technology is concerned that morethan 50% are mainly office software and communication tools As for as disciplinary tool is concerned that more than 40% are mainly mapping software.As for as theoretical literacy is concerned that behaviorism,cognitivism,construction the percentage of doctrine is higher.(2)Generally speaking,math education technology plays a greater role,with an average value of 3.34(the highest score is 5 and the lowest score is 1).Students in the universal skills,subject tools,levels of student learning,ethnic differences,teacher education and technical literacy,school management in all dimensions of the value of 3.193-3.525,between the mediation and greater role.Among them,the school management dimension has the largest value and the universal technology dimension has the least effect.(3)The role of the various topics in the various topics of the value of3.004-3.599 between the mediation and greater effect,indicating that the various items for students have a role.Among them,the highest value is D29-school mathematics education technology training for students,the lowest value is D1-pervasive technology for mathematics teaching activities.(4)The influence of different background factors such as gender,education,and ethnicity on the role of college students.The findings are as follows: 1.In the process of applying mathematics education technology,male students think mathematics education technology plays a higher role than female students,and in other dimensions,it is also not significant,indicating that the application of mathematics educationtechnology is different Gender students have no influence.2.The overall student and undergraduate student’s role index has a small deviation,indicating that mathematics education technology plays an equal role in both technical schools and undergraduate schools.3.As a whole,the role index of Han students is higher than that of Tibetan students.There are significant differences in the dimensions of pervasive skills,subject tools,students’ learning level,and teacher education technology and theoretical literacy.Han students’ performance index is higher than that of Tibetan students.That is to say,students of different ethnic groups regard pervasive skills,subject tools and students’ learning level As well as the role of teacher education technology and theoretical literacy dimension is not the same.(5)The effect of each dimension is significantly related to the role index.Using mathematics education technology as the dependent variable,regression analysis is performed on six dimensions.The regression equation is:Mathematics Education Technology=0.039+0.097 Pervasive Technology+0.174 Subject Tools+0.167 Student Learning Level+0.112 Ethnic Difference+0.328 Teacher Education Technology and Theory Quality+0.107 School ManagementIt shows that the six factors including ubiquitous technology,disciplinary tools,student learning level,ethnic differences,teacher education technology and theoretical knowledge,and school management have a good effect onmathematics education technology,among which teacher education technology and theoretical literacy factor have an effect on mathematics education technology most influential.Finally,This study aims specific problems and proposes corresponding suggestions.It also gives an overview of the insufficiency of the innovation of this study.