A cross-cultural study of intellectual and nonintellectual factors influencing mathematical ability in tibetan and han students

We have already conducted cross-cultural studies of mathematical thinking ability and the capacity to study the schools' mathematics curriculum of Tibetan and Han students. Our study methods and results have been discussed in detail in "Study on the Differences in the Development of Mathematical Thinking Ability of Tibetan and Han Children"1 and "Comparative Study of the Development of Mathematical Ability in Han and Tibetan Secondary School Students."2 The results of the study show that Tibetan students' mathematical thinking ability and capacity to learn the school mathematics curriculum are lower than these skills in Han students in the same locality. What produces these differences? And what are the influences affecting the development of Tibetan and Han students' ability to think mathematically? In the previous studies, we carried out preliminary analysis on school conditions, family environment, language, and other areas, but analyzing these external factors is insufficient to explain these differen...