Preschool Teachers’ Opinions on the Mathematics Learning Process of Immigrant Children

Abstract

A limited number of studies on the cognitive learning processes of immigrant children reveal that children have difficulties in learning mathematics. Studies to date have generally been carried out to understand teachers' experiences in multicultural mathematics learning environments. However, it is important to understand children’s own experiences to ensure that every child has access to quality mathematics education. This study aims to explore the mathematics learning process of immigrant children in the preschool period through teacher opinions. The study was designed with a case study, one of the qualitative research designs. The participants consist of 10 preschool teachers determined by purposive sampling. The data were obtained through semi-structured interviews. The interviews were transcribed and the data were analyzed by content analysis. The findings showed that teachers believed that the immigrant children in their classrooms have mathematical skills appropriate for their age or at a higher level. Teachers stated that immigrant children have difficulties in understanding and naming mathematical concepts and performing some mathematical skills. It has been determined that teachers play an organizer, facilitator and collaborative roles in the mathematics learning of immigrant children.