Page 18 - IO1-Survey

For RS, the change in the popularity of m
(Table-22). The percentage of RS girls who
but then it decreases up to 8th class and
refugee students. On the other hand, the f
5th class to 6th class, but then it increa
(78%) among all students. Like Turkish stu
girls rises up through classes, except 8th
To sum up, the attitude of RS towards mat
very positive during the early stage of mi
RS are not disadvantageous in terms of
practical tool to increase the self-con�id
Refugee Students Turkish Student
Girls Boys Girls Boys
What do you Funny 66% ≈ 64% 37%
think about Normal 18% < 29% 48
math book? Boring >
7%
15%
16%
Table – 24: Thought of students about m
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
middle school covers up and hides some A
insights about the thought of students
about math book. The thought of students
about their math book signi�icantly change
through classes. drops from %65 to 37%
come to 8th class their percentage d
From 5th class to 8th class, the to 9%.
percentage of Turkish students who think
that math book is funny declines and
ratios of bored boys and girls increase
tragically (Table-25). The majority of
Turkish girls (58%), who attend 5th class,
consider math book as funny but this
percentage rapidly declines through di
classes, and falls to 6% for Turkish girl
to attract the attention of Turkish
Girls Boys
Turkish Students
5 th cl 6 th cl 7 th cl 8 th
What do you Funnvy 58% 47% 13%
think about Normal 40% 38% 60%
math book? Boring
2% 15% 27% 24% 10% 20% 25%
Table – 25: Thought of Turkish students