Under the guidance of cross-cultural mathematics education theory, according to the cultural background of ethnic students learning mathematics, to create a real and effective problem environment with important life significance, scientific value and mathematical value. In a sense, it was beneficial for the students in the minority areas in the border areas to be influenced by the national mathematical culture, and also conducive to the promotion and inheritance of the national culture in school education. This study showed that improve the mathematics literacy of primary school teachers (nationalities) was necessary. It was the reality which intelligently deal with the relationship between the national mathematics cultural context and the situational questions provided by the universal teaching material; It was a feasible way to develop the national mathematics culture into the classroom by developing a case study of local culture and mathematics problem for teachers, combining the current primary school mathematics teaching books; To set up an incentive mechanism for teaching students in accordance with their aptitude was an important guarantee for developing the mathematics culture of ethnic minorities and integrating them into mathematics classes.%在跨文化数学教育理论的指导下,根据民族学生学习数学的文化背景创设"真实有效的问题环境"——即具有重要的生活意义、科学价值和数学价值[1],在某种意义上有利于边疆民族地区小学生受到民族数学文化的熏陶,也有利于民族文化在学校教育中的弘扬和传承.研究表明:提升小学教师(民族)数学文化素养,智慧地处理民族数学文化情境问题与通用教材提供的情境问题二者的关系,是开展民族数学文化融入课堂需要面对的现实;结合现行小学数学教材,开发出供教师参考使用的乡土民族数学文化情境问题教学(设计)案例,是开展民族数学文化融入课堂的可行性途径;建立因材施教的激励机制,是开展少数民族数学文化融入数学课堂的重要保障.
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