Page 44 - IO1-Report

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

As a result, with these high ratios of Turkish students who are bored with math book, the interest of
student cannot be directed to the math class and the case is not sustainable. Urgent actions are required
to attract the attention of Turkish students.

Girls Boys
Turkish Students
th
5 cl 6 cl 7 cl 8 cl 5 cl 6 cl 7 cl 8 cl
th
th
th
th
th
th
th
What do you Funny 58% 47% 13% 6% 65% 37% 17% 9%
think about Normal 40% 38% 60% 70% 25% 43% 58% 64%
math book? Boring 2% 15% 27% 24% 10% 20% 25% 27%
Table – 25: Thought of Turkish students about math course materials.

th
th
Like Turkish students, the percentage of bored RS increases through classes. From 5 class to 8 class,
the fraction of bored RS girls rapidly increases from 10% to 33% (Table-26). Similarly, the ratio of bored
RS boys rises up from 4% to 14%. But the RS case is not as terrible as the Turkish students in terms
of the decline in the fraction of RS who think that math book is funny. The majority of both refugee
boys and girls still think that math book is funny.

Girls Boys
Refugee Students
th
th
th
th
th
th
th
th
5 cl 6 cl 7 cl 8 cl 5 cl 6 cl 7 cl 8 cl
What do you Funny 72% 66% 63% 50% 71% 65% 53% 57%
think about Normal 18% 17% 17% 17% 25% 30% 31% 29%
math book? Boring 10% 15% 18% 33% 4% 5% 16% 14%
Table – 26: Thought of refugee students about math course materials. (Note: The sum of percentage may not
give 100 due to students who do not reply whether they like math or not.)

The objective of math book is not to amuse students. Instead, its objective is teaching math. Therefore,
although the thought of students about whether math book is funny or boring is important, the core of
the issue is whether students can understand math book or not. In this survey, the understandability of
math book is studied, and the results are reported in Table-27. The majority of RS think that they can
understand math book. The percentage of RS boy who understand the math book is %58 which is
statistically significantly greater than the percentage of RS girls (51%).
For Turkish students, there is no significant difference between boys and girls. The fraction of Turkish
students who understand math book is around the 72% which is much higher than the ratio of RS.

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