我国新课程改革十分关注学生的文化背景, 现行教科书也在很多方面体现了数学文化多样性, 但也存在一些有待于进一步完善的问题。西藏地区现行的双语教材是从汉语版教材直接翻译，存在着一些问题，需要进一步完善翻译教材的质量。因此，大力组织和开展西藏地区小学数学教科书研究，对提高西藏地区数学教育的发展和改革具有极其重要的现实意义。从“藏汉双语”的视角下，本课题主要研究以下几个方面：（1）使用藏文版数学教材学生与使用汉文版教材学生的数学成就和数学认知水平的差异。（2）使用藏文版数学教材学生与使用汉文版教材学生数学学习的信心、对数学价值的认识和对数学课堂中活动的看法等方面的差异。（3）使用藏文版数学教材学生与使用汉文版教材学生的学习成就和学习态度的差异。（4）通过详细分析两种小学数学教材，探讨如何编制适合西藏地区小学1-3学段数学教科书，冲破语言障碍，有效提高藏族学生数学学习质量。

The new curriculum reform in China is concerned with students' cultural background, The current textbooks also reflect mathematical cultural diversity in many ways, but there are some problems to be further perfect. The current bilingual teaching materials in Tibet directly translated from Chinese version of the text, There are some problems, need to further improve the quality of translation teaching. Therefore, vigorously organize and carry out the study of primary school mathematics textbooks in Tibet, improve the quality of mathematics education in Tibet, it is of great practical significance to the development and reform of science education in Tibet. This topic tries to from the perspective of" Tibetan and Chinese bilingual ", from the perspective of "Tibetan-Chinese bilingual", this topic mainly studies the following several aspects：first, it is differences in the mathematical achievement and mathematical cognitive level of students, using Tibetan edition or use Chinese version elementary school mathematics teaching material. Second, it is differences in the confidence of students in mathematics learning, the understanding of mathematical values and the views of activities in the classroom, using Tibetan edition or use Chinese version elementary school mathematics teaching material. Third, it is differences in the learning achievement and attitude of students, using Tibetan edition or use Chinese version elementary school mathematics teaching material. Fourth ,through detailed analysis of two kinds of elementary school mathematics teaching material, discuss on how to compile elementary school mathematics teaching material in 1-3 grade. To break through the language barrier, effectively improve the quality of Tibetan students mathematics learning.