Abstract
When mathematics is mentioned, the first thing that comes to mind is numbers. Of course, this is quite normal, but mathematics is a subject that requires the expressions it contains to be understood. If a mathematical problem is not correctly expressed, it will never reach its solution, no matter how accurate the answer might be. For this reason, there has always been a need for the support of Turkish in Mathematik Lessons. The main purpose of this study is to measure and provide strategies to improve the ability of Turkish-origin students attending Turkish classes in Germany to understand and use mathematical terms. The research was conducted with 72 Turkish-origin students attending Ferdinand Franz Wallraf Gymnasium in Cologne, Germany. It has been determined that students play a major role in understanding mathematical terms expressed in Turkish, and it was found that Turkish terms were not mentioned in Turkish mathematics courses. Strategies to improve students' abilities to understand and use mathematical terms expressed in Turkish have been suggested. Keywords: Native language Turkish, mathematical terms, bilingualism, Turkish origin, understanding and using abilities.
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