Ethnic Mathematics And Mathematics Education

The Compulsory Education Mathematics Curriculum Standard(2011 Edition)(hereinafter referred to as the "Standard")clearly requires that "everyone can get a good mathematics education" in the compulsory education stage.China is a multi-ethnic country with a vast territory,diverse cultures and numerous ethnic groups.Because different ethnic groups have different cultural foundations,psychological structures.social environments,living customs,and language,students of different nationalities have different mathematical learning characteristics and mathematical cognitive characteristics.Therefore.the corresponding mathematics teaching.curriculum.and teaching materials should also be different.To this end,Song Naiqing proposed:"Mathematics education for ethnic minorities is a kind of mathematics education that contains national culture."Alan Bishop,a well-known mathematician at Monash University in Australia.summed up six mathematical activities "counting,measuring,locating.designing.playing and explaining" in all cultures in Mathematical Enculturation.Starting from the"standard".this paper selects the villagers of a Tibetan pure herder village in Aba Tibetan and Qiang Autonomous Prefecture of Sichuan Province as the research object,and studies the two most common mathematics in Tibetan cultural life through the field investigation method and the literature analysis method.Activity:Counting and measuring.The content of the thesis is mainly discussed in the following six chapters:The first chapter introduces the research question of this paper from the requirements of the Standards and the current situation of Tibetan education'combined with foreign research.The second chapter is a review of the research,from the foreign research and domestic research,systematically expounds the introduction and development of national mathematics,and explains the role of national mathematics in mathematics education and the research methods of national mathematics.Well.a solid theoretical foundation.The third chapter introduces the research objects and research methods.The main research methods are literature research method and field investigation method.The fourth part of the research content is mainly from the aspects of counting and measuring in Tibetan culture.In terms of counting,it mainly discusses the generation of numbers;inter;prets the digital culture in slang,songs,riddles,and mysterious numbers;lists three counting methods for rosary counting,stone counting,number 3 as the base,and methods for counting livestock.-"Number of cattle method":summed up three calculation methods of mental arithmetic,stone algorithm,sand table algorithm.With regard to measurement,we mainly start from four types,namely length,area,weight and volume,and introduce in detail the conversion rules between various types of measurement units and unitsas,well as specific examples in life.The filth chapter analyzes and concludes the paper,and combines the theoretical framework proposed by Bishop's "Intercultural Mathematics Education Research" to analyze the "rationality" of mathematical elements in culture.Combining Bishop's"Clash of Cultures" theory with the "Standards",it analyzes how to incorporate mathematical elements in Tibetan culture into primary school mathematics teaching.and finallv draws conclusions.The sixth chapter reviews and prospects mainly describes the shortcomings of the research methods and other related limitations,as well as the future of national mathematics and mathematics education.