数学语言是数学思维的载体，是数学活动的工具。数学语言也是数学内容的载体，数学内容通过数学语言来表现。数学语言是学生表达、交流自己的数学思想，进行思维训练的重要载体和表现方式。对数学语言掌握的程度会影响学生数学学习水平的高低。我国新的课程标准对数学语言提出了一些新的要求，教学内容中都突出了数学的语言成分，把数学语言作为当前数学课程的一个重要目标。从藏族学生的数学学习现状来看，学生的数学成绩普遍较低，目前学生在学习数学时，数学语言的理解非常困难和使用时错误很多。本课题力图通过研究，了解现阶段藏族中小学生数学语言发展的现状，探讨藏族中小学生数学学习中的语言障碍与错误有哪些表现，在哪些地方容易产生语言障碍，其中的原因是什么，并对培养藏族学生数学语言能力的策略进行探索，力求得出一些符合新课标理念，操作性强的教学策略。

The mathematics language is not only a carrier of mathematics thought, but also an important part of mathematics activities. Mathematics language is mathematics contents to carry the body, mathematics contents passes mathematics language to express, mathematics language is the student express，exchange own mathematics thought,carries on the thought training’s important carrier and the performance method. therefore, grasps to the mathematical language the degree will affect the student mathematics study the height. China’s new curriculum standards in mathematics language put forward some new requirements, have been highlighted in the language of mathematics components in the teaching content, mathematics language as an important goal of the current mathematics curriculum. From the current situation of Tibetan students in mathematics learning, the student’ math achievement is generally low, students in the learning of mathematics,the understanding of mathematical language is very difficult and when used the wrong lot. This subject seeks to research on the present situation of middle and primary school students’ mathematics language learning. For investigate middle and primary school students’ language obstacle and wrong behavior, in which place apt to appear mistake and origin cause of formation of obstacle, furthermore,in this subject, we will propose some practical teaching strategies based on the new course standard according to the exploration of the cultivation strategies of students’ mathematical language ability.