Page 17 - IO1-Survey

Girls Boys
Turkish Students
5 th cl 6 th cl 7 th cl 8 th
Yes 96% 86% 81% 67% 92% 77%
Do you like
math course? Not sure No 2% 2% 9%
Table – 21: Popularity of math course am
give 100 due to students who do not repl
Girls Boys
Refugee Students
5 th cl 6 th cl 7 th cl 8 th
Yes 52% 56% 48% 44% 72% 66%
Do you like Not sure
math course? 34% 27% 32% 44% 22
No
19%
12%
9%
4%
13%
11%
14%
Table – 22: Popularity of math course am
give 100 due to students who do not repl
For RS, the change in the popularity of
math through classes has not a speci
pattern (Table-22). The percentage of RS
girls who like math �irst increases from 5
class to 6th class, but then it decreases
8th class and falls to the lowest level (4
among all Turkish and refugee students. On
the other hand, the fraction of RS boys wh
like math �irst declines from 5th class to
class, but then it increases up to 8th cla
and reaches to the highest level (78%) g
among all students. Like Turkish students,
the dislike of math among both RS boys and
girls rises up through classes, except 8
class. Table-23. The percentage of RS who
have math book is around 30% which i
To sum up, the attitude of RS towards m
math is not negative, in fact it is positi
and it is very positive during the early s
of middle school. When compared with r
Turkish students, RS are not requires
disadvantageous in terms of their interest
in math. Therefore, math can be a practica
tool to increase the self-con�idence
Refugee Students Turkish Student
Girls Boys Girls Boys
Yes 68% ≈ 69% 95% ≈ 91%
Do you have
math book? No 31% ≈ 29% 4% <
No reply 1% ≈ 2% 1% -

Table – 23: Math course materials.