西藏的基础教材教材编写滞后，除了藏语文和汉语文等部分乡土教材外，其余课程的教材是翻译教材，两种教材都不同程度存在着问题。两种教学模式对应的两种教材，造成学生三语障碍，即藏语—汉语—数学语言之间的对译障碍。由于语言障碍，带来了教学上的一系列问题，结果自然是严重影响了藏族学生的数学学习质量。. 本课题通过深入小学数学课堂教学中，分析1-3年级数学教材的使用情况以及数学教学的有效性。本课题主要研究以下几个方面的内容:（1）教师对两种教材实施的措施。（2）学生使用数学教材的情况。（3）语言对藏族学生数学学习过程产生的影响程度。(4)藏族低年级小学生数学学习特征。最后，通过详细分析藏族地区现行小学数学教材使用的有效性以及背后的原因和影响。依据不同表现及其本质提出针对小学1-3学段数学教材编制理论。

Tibet based textbooks written lag, in addition to the part of local teaching material such as Tibetan language and Chinese language, the rest of the course teaching material is translated materials, two kinds of textbooks there are different degrees of problems.Two kinds of teaching mode corresponds to two materials, causing students trilingual barriers, that obstacles to translation between Chinese and Tibetan language, mathematical language. Because of the language barrier, brings a series of problems on the teaching, seriously affect the quality of Tibetan students mathematics learning .. This subject through in-depth primary school mathematics teaching, analysis of the use of 1-3 grade mathematics textbooks and the effectiveness of mathematics teaching. The main research contents of the following aspects: First, teachers for the measures of the implementation of two kinds of teaching materials. Second, students use mathematics textbook situation. Third, the effect of language in Tibetan students mathematics learning process. The fourth, study of characteristics of lower grade elementary school Tibetan students mathematics learning. The last, through the detailed analysis of the use of effective Tibetan primary school mathematics textbooks, behind the causes and effects. According to the different expression and essence , put forward compiling theory of 1-3grade primary school math textbook.