Designing and using exercises in teaching Mathematics at ethnic minority boarding schools following the competence-based approach

Abstract

In teaching Mathematics at ethnic minority boarding schools, teachers encounter many difficulties. One of the difficulties is that teachers are still confused when designing exercises suitable for students. This article proposes a process for designing and using Math exercises according to capacity development for elementary school students at ethnic minority boarding schools. At the same time, the article illustrates some exercises and suggests ways to organize activities for those exercises to create opportunities for students to develop their abilities.