Research On Learning Strategies Of Mathematical Core Concepts Of Minority Students

The status of the core concepts in mathematics learning is receiving increasing attention,but most of the researches are focus on the Han nationality,almost no research related to the ethnic minority students.The minority students have differences on language habits and thinking characters,the mastery of the core concepts of minority students may be different,perhaps in the process of learning strategies in the application of the concept has its own particularity.The study of ethnic minority students’ learning strategies of mathematics core concept is meaningful to improve the current situation of students’ mathematics learning.The research is divided into two parts:the survey of learning strategies consisted of three parts,the learning strategy subscale,the strategy subscale and the cultural influencing factor subscale.It shows that,(i)Students perform poorly in the three strategies.Metacognitive strategies are the weakest part of minority students in mathematics core concept learning.(ii)The influence of the dimension of gender factors in the three strategies is not obvious significantly,no significant difference in the scores of boys and girls,but the slight difference analysis of specific learning strategies.(iii)Students of different nationalities in the meta-cognitive strategies and cognitive strategies have no significant difference,but in the use of resource management strategies,national components of the factors a significant difference.(iv)In the dimension of meta-cognitive strategies,significant differences in the rural students and the urban students,students from rural areas than urban students.The application of the strategy of the dimension of cognitive strategies of rural students is better than the urban students,is a significant difference.(v)Students come from different schools get different scores in the meta-cognitive strategies and cognitive strategies,and this difference was statistically significant.(vi)The better of math scores the better the students’ use of learning strategies,metacognitive strategies,cognitive strategies and resource management strategies.There are significant differences in the total score.The other study is on the selection of the core concept of "function" chapter.According to scores the students are divided into two groups.Comparison of the results of the two groups of students identify the core concepts and the differences in strategy use in the learning process.As a result,(ⅰ)Achievements Advantages Students sort out more core concepts and master more learning methods than disadvantaged students,they have more learning methods.(ⅱ)Achievement advantage Students in the use of the strategy is more in the meta-cognitive and cognitive dimensions,the advantages of students have more use on reflection strategies.(ⅲ)There is a sense of strategy and practice separation,student strategy execution ability is weak.(ⅳ)Students’ learning motivation and attribution approach affect the use of learning strategies,language and cultural factors also have a restrictive effect.Learning the core concept of mathematics must first help students to complete the process of cultural adaptation,to reduce the language classroom language conversion phenomenon.By quantifying the scores of minority strategies of minority students and analyzing the influence of various factors,we can get the students’ core concept learning strategies.The study compares the application process of the core conceptual learning strategies of different achievement groups,explores the constraints of the use of strategies,and tries to reveal the underlying causes of the separation of learning strategies and the influence of classroom language culture.