Page 20 - IO1-Survey

Only 4% of Turkish students cannot
understand math book (Table-27). But the
percentage of RS who cannot understand
math book is more than 10 points higher
than Turkish students. Thus, the ratio of
who do not understand math book is above
the “normal rate” if there is no signi�ica
variation in the ability distribution of
refugee and Turkish students. Since the
math books use the logic of explaining
topics via text in Turkish, the level of
Turkish language may affect the students’
understanding of math book.
Table-28 indicates the effect of ref
students’ Turkish level on their
understanding of math book. As expec
the ability to understand the math b
increasing with the increase in Tu
level. RS who cannot understand math
have the lowest level of Turkish lan
Therefore, the ULM project has v
potential to satisfy very crucial ne
to learn math course. The fraction o
cannot understand math book can be
reduced to the “normal rate” if the
good level of Turkish language is
compensated with intensive usage o
universal language of math in textbo
would be able to doing math at their
existing Turkish level.
What is your
level of Turkish language?

Do you Yes Girls 4.20 Boys
understand Somewhat 3.73 3.77
math book? No
3.52 3.63
Table – 28: The effect of refugee student
(Note: 5-very good, 4-good, 3-fair, 2-w
Finally, this survey explores whether s
Compared to math book, slightly higher f
teachers (Table-29). Unlike a book, teache
the lessons by solving additional exercise
learning by doing. However, the ratio of s
as the ratio of students who cannot unders
are very close for RS (Comparison of Table
understand math teacher is again above the
cannot reduce the fraction of student who
students’ understanding. That is, as a res
students who understand math to some exten
Refugee Students Turkish Student
Girls Boys Girls Boys
Do you Yes < ≈
understand Somewhat 54% 32% > 64
math teacher?
15%
≈
12%
No
Table – 29: Students’ understanding of
(Note-1: The sign ≈ means that the differ
percentage may not give 100 due to studen