Türkiye’de Bulunan Suriyeli Göçmen Öğrencilerin Genel Eğitim-Öğretim Sürecinde ve Özelde Matematik Eğitiminde Yaşadıkları Zorluklar

Abstract

This research is aimed to determine the general problems that the students encounter in the education-teaching environment and especially their difficulties in mathematics education, in line with the opinions of the Syrian refugee students studying in Şanlıurfa and the teachers who teach mathematics courses. The case study approach, one of the qualitative research designs, was used in the research. The research participants are mathematics teachers who teach Syrian refugee students in Şanlıurfa in the 2020-2021 academic year, Syrian refugee students have been educated in these schools, and a national education inspector have been working in this province. Participants were formed according to easily accessible situation sampling, one of the purposeful sampling methods. The eight of the participants are students, the four of them are mathematics teachers, and one is a national education inspector. The data of the research were collected by semi-structured interview technique and analysed in accordance with the content analysis technique. In the analysis of the data, the descriptive analysis technique was used. According to the research findings, it has been determined that solving Syrian refugee students’ educational problems, especially the language problem, should be resolved. The appropriate education program should be planned. The course hours should be arranged, the right resources should be prepared and used for mathematics education, and the necessary psychological support should be provided to the refugee students. It is among the results that the mathematics teachers, who stated that they tried to exhibit an attitude in the classroom environment in a way that would enable students to integrate with each other, had consistent experiences. In addition, according to the findings obtained from the opinions of mathematics teachers, it was determined that refugee students could not understand mathematical problems correctly. It is recommended that curricula should be planned in a suitable way for refugee children and that this issue should be arranged in a long-term manner.