The Status Quo and Development of Mathematics Education for Ethnic Minorities in <scp>C</scp>hina

Abstract

Abstract This article addresses how mathematics education in the People's Republic of C hina, a unified and multinational country, is implemented to cope with the challenges of cultural diversity. The article begins with a general overview of ethnic minority education, and then attempts to articulate the various mathematical cultural practices in ethnic minority groups. The article then examines the reform, exploration, and development of mathematics education for ethnic minority groups, including curricula, teacher education, and studies in mathematics education. Finally, the authors propose a new starting point for further implementation of cultural diversity in mathematics education.