The Introduction of Native Knowledge in Mathematic-Teaching in Ethnic Elementary and Secondary Schools--Based on the Theory of "Cultural Discontinuities".

Zhao, Yan-jun

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ERIC Number: ED520456

Record Type: Non-Journal

Publication Date: 2011-Apr

Pages: 6

Abstractor: As Provided

ISBN: N/A

ISSN: ISSN-1548-6613

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The Introduction of Native Knowledge in Mathematic-Teaching in Ethnic Elementary and Secondary Schools--Based on the Theory of "Cultural Discontinuities"

Zhao, Yan-jun

Online Submission, US-China Education Review v8 n4 p429-434 Apr 2011

Ethnic students will face the problem of "cultural discontinuities" when they learn school mathematics. "Cultural discontinuity" is the main obstacle when they learn school mathematics. Teachers should put up the bridge for introducing ethnic mathematical knowledge into school mathematics teaching. The concrete tactics are: widening ethnic mathematical curriculum, designing ethnic cultural situation and returning to ethnic mathematics life.

Descriptors: Indigenous Knowledge, Mathematics Instruction, Elementary School Mathematics, Secondary School Mathematics, Culturally Relevant Education, Ethnic Groups, Foreign Countries

Publication Type: Journal Articles; Reports - Descriptive

Education Level: Elementary Education; Elementary Secondary Education; Secondary Education

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: China

Grant or Contract Numbers: N/A

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