A Compared Of Senior High School Students’ Mathematical Cognitive Strategy Between Minority And Han

After the new curriculum reform, the mathematics achievements of senior middle school students in minority area are still behind other regions. This study treats students as the objects in JS middle school, Jishishan County, Linxia, Gansu Province, to find an effective way to improve the students’ mathematics achievement of high school in minority regions by comparing mathematical cognitive strategy differences between the minority and Han nationality students in senior middle school.Through consulting the literature on the mathematical cognitive strategies, the mathematical cognitive strategies can be divided into three dimensions:(1) general mathematical cognitive strategies;(2) mathematics problem-solving strategies;(3)mathematics comprehension strategies. Students’ mathematical cognitive strategy is mainly influenced by students own factors and external environmental education.Through the questionnaire and interview, comparing the differences of application in mathematical cognitive strategy between Han and the various minority students in senior middle school,(1) By comparing students of all levels in mathematical achievement, the study finds that the better the students in mathematical achievement,the more they make use of the mathematical cognitive strategy;(2) By comparing different nations, the study finds that the Dong Xiang and the Han students use mathematical cognitive strategies frequently, the mathematical cognitive strategies used by the Sala students are few, and the strategies applied by other nations are between them;(3) By comparing different genders, the studies finds that there is no difference between boys and girls in using strategies;(4) By comparing students of different grades, the studies finds that the level of mathematical cognitive strategies applied by grade one are lower than grade two and grade three and there is no significant difference between grade two and three.Through analyzing the factors influencing the mathematical cognitive strategies,we find that:(1) The students’ cognitive tendency have an effect on the application of mathematical cognitive strategies;(2) The mathematical learning methods that the students mastered have a significant influence on mathematical cognitive strategies;(3)The parents’ educational level of students have no effect on application of mathematical cognitive strategies.The study finds:(1) The mathematical achievement and mathematical cognitive strategies influence and improve each other in minority area;(2) The level of mathematical cognitive strategies applied by students in minority area is low and there are differences among all nations;(3) The factors which influence the application of students’ mathematical cognitive strategies in minority area are diverse. The study,based on the low level of application for the mathematical cognitive strategies in minority area, discovers some ways that the teachers can use to train students’ mathematics cognitive strategies, at the same time, give students and teachers suggestions on how to improve the mathematical achievement and teaching.