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ERIC Number: ED520456
Record Type: Non-Journal
Publication Date: 2011-Apr
Pages: 6
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-1548-6613
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.
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