Investigation And Research On The Representational Level Of Teaching Problems Of Eighth Grade Students In Minority Areas

Mathematics education in minority areas is an important part of mathematics education in China.In order to understand the development status of mathematics education in this area,this paper studies mathematics education in minority areas from the perspective of students’ level of mathematical problem representation.To be more specific,there are four points:Firstly,this paper selects some eighth-grade students in Jiangcheng County of Yunnan Province as the research participants to investigate the level of mathematical problem representation.The author uses the literature analysis method,questionnaire survey method,paper-and-pencil test method,interview method and statistical analysis method.The main research questions are as follows:first,what is the status quo of the mathematical representation of the research participants?Second,is there a significant difference in the level of mathematical problem representation between boys and girls,and that between students with eugenics and students with learning difficulties?Third,is there a significant correlation between the level of representation of students’mathematical problems and their academic performance?Fourth,what are the possible factors that affect the level of representation of mathematical problems of the research participants?Secondly,in regard of the problems above,the conclusions of this paper are as follows:First,the level of representation of mathematics problems of the students is generally low;second,among the students there are significant differences in the level of representation in graphs and geometric problems as well as fractions and roots between boys and girls.There is no significant difference in the segmentation function problem,the average number problem,and the number theory problem between the two groups;third,there are significant differences in the characterization level of the five types of problems that the author has studied between students with eugenics and students with difficulty learning;fourth,the research participants’ performance level in the piecewise function problem,graph and geometry problem,fractional and root problem,average number problem and number theory problem are significantly correlated with their academic performance.Thirdly,this paper suggests that the reasons for the overall low level of mathematical problem representation of the research participants may involve the following aspects:one thing,some students have bad learning habits,inappropriate learning methods,and weak knowledge base;for another,the teaching ability of teachers to be further improved,and their teaching methods need to be promoted.Finally,the conclusions of this research and the countermeasures and suggestions based on the factors affecting the level of student representation are as follows:first,at the student level,suggestions are made from the students’ability to understand problems,cognition and non-coagnition;secondly,at the teacher level,local teachers should pay attention to variable teaching and make corresponding suggestions from the development and training of local teachers.