Page 43 - IO1-Report

KA201 - Strategic Partnerships for School Education
The Universal Language of Mathematics (2018-1-TR01-KA201-059704)

Refugee Students Turkish Students
Girls Boys Girls Boys

Yes 68% ≈ 69% 95% ≈ 91%
Do you have
math book? No 31% ≈ 29% 4% < 9%
No reply 1% ≈ 2% 1% -
Table – 23: Math course materials.
(Note: The sign ≈ means that the difference is not statistically significant.)

Secondly, this survey examines the factors affecting the attitude of RS towards to math course. The
students are asked for their thoughts about math book and the results are presented in Table-24. The
majority of RS find math book as funny (around 65%). There is no statistically significant difference
between refugee boys and girls. 7% of RS boys think that math book is boring, and this ratio is the
lowest ratio among all students. The percentage of RS girls who are bored with math book is 16% and
it is similar to the ratio of bored Turkish students.

Unlike RS, lower fraction of Turkish students think that math book is funny and Turkish girls significantly
deviates from Turkish boys (Table-24). The percentage of Turkish girls who think that math book is
funny is just 37% which is the lowest rate among all students.

Refugee Students Turkish Students

Girls Boys Girls Boys

What do you Funny 66% ≈ 64% 37% < 43%
think about Normal 18% < 29% 48% > 40%
math book? Boring 16% > 7% 15% ≈ 17%

Table – 24: Thought of students about math course materials.
(Note: The sign ≈ means that the difference is not statistically significant.)

Therefore, it seems that there is no noteworthy problem in regular math book used in middle school
from pedagogical viewpoints. But using averages of classes in middle school covers up and hides some
insights about the thought of students about math book. The thought of students about their math book
significantly changes through classes.
From 5 class to 8 class, the percentage of Turkish students who think that math book is funny declines
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and the ratios of bored boys and girls increase tragically (Table-25). The majority of Turkish girls (58%),
who attend 5 class, consider math book as funny but this percentage rapidly declines through classes,
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and falls to 6% for Turkish girls attending 8 class. The fraction of bored Turkish girls rises up to 24%.
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A similar pattern is observed among Turkish boys (Table-25). From 5 class to 6 class, the percentage
of Turkish boys, who think that math book is funny abruptly drops from %65 to 37%, and when they
come to 8 class their percentage declines to 9%. On the other hand, the ratio of bored Turkish boys
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rapidly increases from 10% (at 5 class) to 27% (at 8 class).
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