Journal of Qujing Normal University ›› 2022, Vol. 41 ›› Issue (6): 123-128.

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A Case Study of Differences of Mathematics Learning between Students of Ethnic Groups and People of Han at Junior Middle School in Yunnan

LIU Jun1, ZHU Chunyan2, LUO Hongying3, YAN Jingmei4, ZHANG Fangrong5   

  1. 1. Institute of Applied Mathematics, Qujing Normal University, Qujing Yunnan 655011,China;
    2. School of Computer Science and Engineering, Qujing Normal University, Qujing Yunnan 655011, China;
    3. School of Mathematics and Statistics, Qujing Normal University, Qujing Yunnan 655011, China;
    4. School of Teacher Education, Qujing Normal University, Qujing Yunnan 655011, China;
    5. Qujing ethnic middle school, Qujing Yunnan 655000, China
  • Received:2022-09-20 Online:2022-11-26 Published:2022-12-14

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Abstract: Differences in mathematics learning between students of ethnic groups and students of Han the same class in a junior middle school in Yunnan are studied based on data collected through questionnaire, academic quality survey, interview and other methods from dimensions of learning psychology, learning methods and learning results for three consecutive years. The results show that students of ethnic groups have low self-confidence, weak motivation, low pressure and low performance in mathematics learning. The main reason for this is the students' psychological maturity and stereotyped effect. Therefore, we should attach great importance to the differences in mathematics learning between students of ethnic groups and students of Han students in junior middle schools.

Key words: ethnic group, student at junior middle school, mathematics learning, difference analysis

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