The living customs, religious beliefs, language and regional characteristics of several ethnic groups restrict the development of mathematics education, and the family education of ethnic minorities, the psychological characteristics of students, the quality of teachers and the teaching environment of schools also affect the development of mathematics education. To develop mathematics education in minority areas, it is necessary to develop mathematics courses in line with the cultural background of minority areas under the guidance of the concept of basic education mathematics curriculum standards; Strengthen the training of mathematical language and attach importance to translation teaching between mother tongue, Chinese and mathematical language; Based on the principle of seeking common ground while reserving differences, establish a regular exchange mechanism between teachers and students from different cultural backgrounds and regions; Strive to improve the comprehensive quality of mathematics teachers in ethnic areas, so that they can make full use of information technology for new curriculum teaching; According to the psychological characteristics of minority students learning mathematics, cooperative learning should be effectively carried out in mathematics classroom teaching; Actively carry out research on the implementation effect of minority mathematics curriculum and build a scientific and reasonable evaluation system.