Research Trends on Mathematics Education of Multicultural Students in Turkey
Keywords:
mathematics education, multicultural students, research trends
Abstract
Examining the research on mathematics education of multicultural students in Turkey and identifying weak points can be a guide for better educational practices. The purpose of this study was to review previous studies on the mathematics education of students from different cultures in Turkey and to identify trends in those studies. The research was conducted using the document analysis method. The research data was collected from 36 studies that were found after scans in the Google Scholar and CoHE Thesis Center. Content analysis was used for analyzing the acquired data. The results show that 2022 included the most research on the topic, with secondary school students preferred as research participants in the greatest numbers. Additionally, it has been found that there were significantly more studies out there that purpose to describe the topic. On the other hand, it was determined that the most focused topic in the studies was the challenges in teaching and learning mathematics. It is recommended that more research be conducted on the mathematics education of primary school students from different cultures in Turkey.
References
The studies that are part of the analysis are marked by a *.
Abdulrahim, N. A., & Orosco, M. J. (2020). Culturally responsive mathematics teaching: A research synthesis. The Urban Review, 52, 1-25. https://doi.org/10.1007/s11256-019-00509-2
*Agaç, G., & Öztürk, A. (2022). Classroom teachers' practices, competencies, and problems concerning inclusive mathematics education. Dicle University Journal of Ziya Gokalp Education Faculty, (42), 110-132. https://dergipark.org.tr/tr/download/article-file/2742740
*Agaç, G. (2023). Reflections of inclusion in primary school mathematics curricula: A historical analysis. Journal of Theory and Practice in Education, 19(1), 60-73. https://doi.org/10.17244/eku.1207352
*Arısoy, P., Demir, S., & Bağdemir, A. (2022). The effect of STEM activities implemented in the classroom on social adaptation of immigrant students. International Journal of Primary Education Studies, 3(2), 99-107. https://dergipark.org.tr/en/download/article-file/2792141
*Aydın, S., & Çelik, D. (2017). Validity and reliability study of the scale about preservice elementary mathematics teachers’ opportunities to teach for diversity and reflect on practice. Elementary Education Online, 16(4), 1947-1965. https://doi.org/10.17051/ilkonline.2017.370879
*Bahadır, E. (2021). Ethnomathematics approach in mathematics education for migrant students. Millî Eğitim, 50(1), 577-594. https://doi.org/10.37669/milliegitim.959829
*Baştuğ, E. (2022). Challenges faced by teachers who teach mathematics to syrian students (Thesis No. 726144) [Master's thesis, Gaziantep University]. Databases of National Thesis Center of the Council of Higher Education.
Başkanlığı, Göç İdaresi. [@Gocidaresi]. (2023, July 16). Basın açıklaması [Image Attached][Tweet]. Twitter. https://twitter.com/Gocidaresi/status/1680636001855627270
Bickman, L., & Rog, D. J. (2009). Applied research design: A practical approach. In L. Bickman ve D. J. Rog (Eds.), The SAGE handbook of applied social research methods (2nd ed., pp. 3-43). Sage.
*Bolat, Y. (2021). Primary school teachers' views on Syrian Students’ Turkish and math skills and the confronted challenges. International Journal of Modern Education Studies, 5(1), 92-117. http://dx.doi.org/10.51383/ijonmes.2021.84
Boudah, D. J. (2019). Conducting educational research (2nd ed.). SAGE.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri (29th ed.). Pegem Akademi.
*Corlu, M. S. (2013). Describing the dynamic nature of mathematics as a cultural product. International Schools Journal, 32(2), 72-79. https://www.proquest.com/openview/c5b50ec7154dc8444b640111dcbb7be7/1?pq-origsite=gscholar&cbl=2029238
Cui, J., Lv, L., Du, H., Cui, Z., & Zhou, X. (2022). Language ability accounts for ethnic difference in mathematics achievement. Frontiers in Psychology, 13(929719). https://doi.org/10.3389/fpsyg.2022.929719
*Çabuk Aksop, A., Özdemir, D., & Özçakır, B. (2021). Determining the cultural intelligence levels of mathematics teachers and examining them in terms of various variables. YYU Journal of Education Faculty, 18(2), 791-813. https://doi.org/10.33711/yyuefd.1029196
*Çakır, Z., Altun Yalçın, S., & Güvenç Günsel, Ş. (2022). The effect of engineering design-based STEM activities on the refugee students’ sense of school belonging. Journal of Science Learning, 5(3).478-487. https://doi.org/10.17509/jsl.v5i3.39846
*Çakmak, L. (2019). Determining the problems of foreign students in mathematics education (Thesis No. 577810) [Master's thesis, Sivas Cumhuriyet University]. Databases of National Thesis Center of the Council of Higher Education.
*Çiftçi, E. (2021). The study of creating a glossary of mathematics terms for syrian students studying in Turkey in secondary school and high school (Thesis No. 663181) [Doctoral dissertation, Gazi University]. Databases of National Thesis Center of the Council of Higher Education.
*Çorlu, M. S. (2006). An ethnographic research: The cultural portraits of middle school mathematics classrooms in an international school (Thesis No. 181251) [Master's thesis, Boğaziçi University]. Databases of National Thesis Center of the Council of Higher Education.
*Dağlı, K., & Yüksel, S. (2022). Challenges faced by 2nd grade teachers during the process of syrian students’ access to mathematics learning outcomes. Journal of Uludag University Faculty of Education, 35(1), 1-27. https://doi.org/10.19171/uefad.890849
Demirdag, S., & Unlu-Kaynakci, F. Z. (2019). Review of research on multiculturalism and multicultural education in Turkey: 2000-2018. International Online Journal of Educational Sciences, 11(5), 146-158. http://dx.doi.org/10.15345/iojes.2019.05.010
Eddy, C. M., & Easton-Brooks, D. (2011). Ethnic matching, school placement, and mathematics achievement of African American students from kindergarten through fifth grade. Urban Education, 46(6), 1280-1299. https://doi.org/10.1177/0042085911413149
Flavin, E., & Hwang, S. (2022). Examining multicultural education research in Korean mathematics education. Research in Mathematical Education, 25(1), 45-63. https://doi.org/10.7468/jksmed.2022.25.1.45
Günay, R., & Aydın, H. (2015). Inclinations in studies into multicultural education in Turkey: A content analysis study. Education and Science, 40(178), 1-22. http://dx.doi.org/10.15390/EB.2015.3294
*Güreş, H. (2019). Investigation of the mathematical thoughts of middle school 7th grade students with different cultural values: An ethnomathematics practice (Thesis No. 581355) [Master's thesis, Anadolu University]. Databases of National Thesis Center of the Council of Higher Education.
*Gürgah Oğul, İ., & Telli, N. H. (2023). Preschool teachers’ opinions on the mathematics learning process of immigrant children. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 408-428. https://doi.org/10.33711/yyuefd.1228637
*Güvenç, Ş. (2020). Investigation of the effects of STEM activities on the seven climate and attitudes of schools for schools (Thesis No. 638461) [Master's thesis, Erzincan Binali Yıldırım University]. Databases of National Thesis Center of the Council of Higher Education.
*Güvenç, Ş., & Altun Yalçın, S. (2020). The effect of Stem education on Syrian refugee students. International Social Sciences Studies Journal, 6(54), 119-128. http://dx.doi.org/10.26449/sssj.2035
*Hişmioğulları, E., & Yılmaz, S. (2021). The problems of Syrian secondary school students in geometry teaching: The case of Hatay province. Recep Tayyip Erdoğan University Journal of Education Faculty (REFAD), 1(2), 54-70. https://dergipark.org.tr/tr/download/article-file/3128510
*İnci Kuzu. Ç., & Aljadaan, M. M. (2021). The problem faced by Syrian refugee students in the general education process and especially in mathematics education. Curr Res Soc Sci, 7(2), 61-75. http://dx.doi.org/10.30613/curesosc.1003110
Johnson, B., & Christensen, L. (2012). Educational research quantitative, qualitative, and mixed approaches (4th ed.). SAGE.
*Karaca, B., & Demirbilek, M. (2022). Examining the factors affecting the academic achievement of Syrian secondary school students in mathematics lesson. Turkish Journal of Mathematics Education, 3(2), 39-66. https://tujme.org/index.php/tujme/article/view/50/27
*Karsli-Calamak, E., Tuna, M. E., & Allexsaht-Snider, M. (2020). Transformation of teachers’ understandings of refugee families’ engagement: Multilingual family mathematics spaces. International Journal of Early Years Education, 28(2), 189-205. https://doi.org/10.1080/09669760.2020.1765093
*Karsli-Calamak, E., Tuna, M. E., & Allexsaht-Snider, M. (2022a). Understanding refugee families’ potentials for supporting children’s mathematics learning. Teachers College Record, 124(5), 49-68. https://doi.org/10.1177/01614681221103948
*Karsli-Calamak, E., Olkun, S., & Sözen-Özdoğan, S. (2022b). Teaching mathematics in culturally and linguistically diverse classrooms: An examination of teacher practices. Anadolu Journal of Educational Sciences International, 12(1), 123-155. https://doi.org/10.18039/ajesi.926493
*Kaya, D., & Ok, G. (2021). Problems encountered by mathematics and science teachers in classrooms where Syrian students under temporary protection status are educated and suggestions for solution. International Journal of Contemporary Educational Research, 8(1), 111-127. https://doi.org/10.33200/ijcer.774094
Khalfaoui, A., García-Carrión, R., & Villardón-Gallego, L. (2021). A systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood education. Early Childhood Education Journal, 49(1), 71-81. https://doi.org/10.1007/s10643-020-01054-4
Kusnandar, N., & Yusuf, Y. (2023). Efforts to improve students' mathematical concepts understanding ability using Dienes Block Media. Mathline: Jurnal Matematika dan Pendidikan Matematika, 8(2), 603-620. https://mathline.unwir.ac.id/index.php/Mathline/article/view/416
*Mavi, S. (2022). An investigation of a case of Turkish and Syrian seventh grade students' mathematical modeling processes (Thesis No. 732688) [Master's thesis, Middle East Technical University]. Databases of National Thesis Center of the Council of Higher Education.
*Menteş, H. S., & Akman, B. (2022). The relationship between mathematics, culture and language in the early years. Journal of Preschool and Elementary Education, 3(1), 1-14. https://doi.org/10.29329/jpee.2022.457.1
*Obay, M., & Çelik, H. C. (2021). Examining middle school mathematics teachers' views on games used in education in terms of culture, education and association. Electronic Journal of Social Sciences, 20(80), 1915-1932. https://doi.org/10.17755/esosder.885739
Onoshakpokaiye, O. E. (2023). An overview of reasoning ability in mathematics and mathematics achievement of students in tertiary institution. IJIET (International Journal of Indonesian Education and Teaching), 7(2), 309-318. https://doi.org/10.24071/ijiet.v7i2.5988
*Özcan, T. (2015). The mathematical and communicative discourse in a multicultural content based classroom of an international school: An ethnographic study (Thesis No. 395387) [Master's thesis, İhsan Doğramacı Bilkent University]. Databases of National Thesis Center of the Council of Higher Education.
*Özcan, Ö. (2022). Investigation of the opinions of teachers and pre-service teachers on the relationship of culture and mathematics in mathematics lessons (Thesis No. 750572) [Master's thesis, Yıldız Teknik University]. Databases of National Thesis Center of the Council of Higher Education.
*Özdemir, F., Çelik, H. C., & Çelik, E. (2023). Examination of problem solving and problem posing skills of foreign teacher candidates in mathematics: The sample of Siirt University. Afyon Kocatepe University Journal of Social Sciences, 25(1), 16-33. https://doi.org/10.32709/akusosbil.1051813
Özden, M. ve Saban, A. (2019). Nitel araştırmalarda paradigma ve teorik temeller. A. Saban ve A. Ersoy (Ed.), Eğitimde nitel araştırma desenleri içinde (3rd ed., s.1-30). Anı Yayıncılık.
Özkan, U. B. (2021). Eğitim bilimleri araştırmaları için doküman inceleme yöntemi (4th ed.). Pegem Akademi.
Parkhouse, H., Lu, C. Y., & Massaro, V. R. (2019). Multicultural education professional development: A review of the literature. Review of Educational Research, 89(3), 416-458. https://doi.org/10.3102/0034654319840359
Sam, L. C. (2003). Cultural differences and mathematics learning in Malaysia. The mathematics educator, 7(1), 110-122. https://math.nie.edu.sg/ame/matheduc/tme/tmeV7_1/08%20Lim%20Chap%20Sam%20Final.pdf
Tobe, A. G. D. (2023). Interplay of mathematics self-efficacy, anxiety, creativity beliefs, and learning styles among college students: Implications for curriculum alignment. Journal of Namibian Studies: History Politics Culture, 33(S3), 1725-1765. https://namibian-studies.com/index.php/JNS/article/view/2172/1506
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*Uludüz, Ş. M., & Çalik, M. (2022). A thematic review of STEM education for disadvantaged students. Canadian Journal of Science, Mathematics and Technology Education, 22, 938-958. https://doi.org/10.1007/s42330-022-00247-w
Uzunboylu, H., & Altay, O. (2021). State of affairs in multicultural education research: A content analysis. Compare: A Journal of Comparative and International Education, 51(2), 278-297. https://doi.org/10.1080/03057925.2019.1622408
*Valencia Mazzanti, C., & Karsli-Calamak, E. (2022). “Kind of interrupting”: teachers of young children understanding mathematics learning and linguistic diversity. International Journal of Qualitative Studies in Education, 35(2), 210-227. https://doi.org/10.1080/09518398.2020.1829740
*Yılmaz, Z., Gülbağcı Dede, H., Sears, R., & Yıldız Nielsen, S. (2021). Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic. Educational Studies in Mathematics, 108, 307-331. https://doi.org/10.1007/s10649-021-10060-1
*Yolcu, A. (2021). Turkey’s problem-solving child: A historical analysis of the cultural spaces of mathematics education. Education and Science, 46(206), 27-46. http://dx.doi.org/10.15390/EB.2020.8906
*Yolcu, A., & Doğan, M. F. (2022). Mathematics learning opportunities of culturally diverse learners: Primary and middle school mathematics teachers’ perspectives and pedagogical strategies. The Journal of Buca Faculty of Education, (53), 390-408. https://doi.org/10.53444/deubefd.1063513
Abdulrahim, N. A., & Orosco, M. J. (2020). Culturally responsive mathematics teaching: A research synthesis. The Urban Review, 52, 1-25. https://doi.org/10.1007/s11256-019-00509-2
*Agaç, G., & Öztürk, A. (2022). Classroom teachers' practices, competencies, and problems concerning inclusive mathematics education. Dicle University Journal of Ziya Gokalp Education Faculty, (42), 110-132. https://dergipark.org.tr/tr/download/article-file/2742740
*Agaç, G. (2023). Reflections of inclusion in primary school mathematics curricula: A historical analysis. Journal of Theory and Practice in Education, 19(1), 60-73. https://doi.org/10.17244/eku.1207352
*Arısoy, P., Demir, S., & Bağdemir, A. (2022). The effect of STEM activities implemented in the classroom on social adaptation of immigrant students. International Journal of Primary Education Studies, 3(2), 99-107. https://dergipark.org.tr/en/download/article-file/2792141
*Aydın, S., & Çelik, D. (2017). Validity and reliability study of the scale about preservice elementary mathematics teachers’ opportunities to teach for diversity and reflect on practice. Elementary Education Online, 16(4), 1947-1965. https://doi.org/10.17051/ilkonline.2017.370879
*Bahadır, E. (2021). Ethnomathematics approach in mathematics education for migrant students. Millî Eğitim, 50(1), 577-594. https://doi.org/10.37669/milliegitim.959829
*Baştuğ, E. (2022). Challenges faced by teachers who teach mathematics to syrian students (Thesis No. 726144) [Master's thesis, Gaziantep University]. Databases of National Thesis Center of the Council of Higher Education.
Başkanlığı, Göç İdaresi. [@Gocidaresi]. (2023, July 16). Basın açıklaması [Image Attached][Tweet]. Twitter. https://twitter.com/Gocidaresi/status/1680636001855627270
Bickman, L., & Rog, D. J. (2009). Applied research design: A practical approach. In L. Bickman ve D. J. Rog (Eds.), The SAGE handbook of applied social research methods (2nd ed., pp. 3-43). Sage.
*Bolat, Y. (2021). Primary school teachers' views on Syrian Students’ Turkish and math skills and the confronted challenges. International Journal of Modern Education Studies, 5(1), 92-117. http://dx.doi.org/10.51383/ijonmes.2021.84
Boudah, D. J. (2019). Conducting educational research (2nd ed.). SAGE.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri (29th ed.). Pegem Akademi.
*Corlu, M. S. (2013). Describing the dynamic nature of mathematics as a cultural product. International Schools Journal, 32(2), 72-79. https://www.proquest.com/openview/c5b50ec7154dc8444b640111dcbb7be7/1?pq-origsite=gscholar&cbl=2029238
Cui, J., Lv, L., Du, H., Cui, Z., & Zhou, X. (2022). Language ability accounts for ethnic difference in mathematics achievement. Frontiers in Psychology, 13(929719). https://doi.org/10.3389/fpsyg.2022.929719
*Çabuk Aksop, A., Özdemir, D., & Özçakır, B. (2021). Determining the cultural intelligence levels of mathematics teachers and examining them in terms of various variables. YYU Journal of Education Faculty, 18(2), 791-813. https://doi.org/10.33711/yyuefd.1029196
*Çakır, Z., Altun Yalçın, S., & Güvenç Günsel, Ş. (2022). The effect of engineering design-based STEM activities on the refugee students’ sense of school belonging. Journal of Science Learning, 5(3).478-487. https://doi.org/10.17509/jsl.v5i3.39846
*Çakmak, L. (2019). Determining the problems of foreign students in mathematics education (Thesis No. 577810) [Master's thesis, Sivas Cumhuriyet University]. Databases of National Thesis Center of the Council of Higher Education.
*Çiftçi, E. (2021). The study of creating a glossary of mathematics terms for syrian students studying in Turkey in secondary school and high school (Thesis No. 663181) [Doctoral dissertation, Gazi University]. Databases of National Thesis Center of the Council of Higher Education.
*Çorlu, M. S. (2006). An ethnographic research: The cultural portraits of middle school mathematics classrooms in an international school (Thesis No. 181251) [Master's thesis, Boğaziçi University]. Databases of National Thesis Center of the Council of Higher Education.
*Dağlı, K., & Yüksel, S. (2022). Challenges faced by 2nd grade teachers during the process of syrian students’ access to mathematics learning outcomes. Journal of Uludag University Faculty of Education, 35(1), 1-27. https://doi.org/10.19171/uefad.890849
Demirdag, S., & Unlu-Kaynakci, F. Z. (2019). Review of research on multiculturalism and multicultural education in Turkey: 2000-2018. International Online Journal of Educational Sciences, 11(5), 146-158. http://dx.doi.org/10.15345/iojes.2019.05.010
Eddy, C. M., & Easton-Brooks, D. (2011). Ethnic matching, school placement, and mathematics achievement of African American students from kindergarten through fifth grade. Urban Education, 46(6), 1280-1299. https://doi.org/10.1177/0042085911413149
Flavin, E., & Hwang, S. (2022). Examining multicultural education research in Korean mathematics education. Research in Mathematical Education, 25(1), 45-63. https://doi.org/10.7468/jksmed.2022.25.1.45
Günay, R., & Aydın, H. (2015). Inclinations in studies into multicultural education in Turkey: A content analysis study. Education and Science, 40(178), 1-22. http://dx.doi.org/10.15390/EB.2015.3294
*Güreş, H. (2019). Investigation of the mathematical thoughts of middle school 7th grade students with different cultural values: An ethnomathematics practice (Thesis No. 581355) [Master's thesis, Anadolu University]. Databases of National Thesis Center of the Council of Higher Education.
*Gürgah Oğul, İ., & Telli, N. H. (2023). Preschool teachers’ opinions on the mathematics learning process of immigrant children. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 408-428. https://doi.org/10.33711/yyuefd.1228637
*Güvenç, Ş. (2020). Investigation of the effects of STEM activities on the seven climate and attitudes of schools for schools (Thesis No. 638461) [Master's thesis, Erzincan Binali Yıldırım University]. Databases of National Thesis Center of the Council of Higher Education.
*Güvenç, Ş., & Altun Yalçın, S. (2020). The effect of Stem education on Syrian refugee students. International Social Sciences Studies Journal, 6(54), 119-128. http://dx.doi.org/10.26449/sssj.2035
*Hişmioğulları, E., & Yılmaz, S. (2021). The problems of Syrian secondary school students in geometry teaching: The case of Hatay province. Recep Tayyip Erdoğan University Journal of Education Faculty (REFAD), 1(2), 54-70. https://dergipark.org.tr/tr/download/article-file/3128510
*İnci Kuzu. Ç., & Aljadaan, M. M. (2021). The problem faced by Syrian refugee students in the general education process and especially in mathematics education. Curr Res Soc Sci, 7(2), 61-75. http://dx.doi.org/10.30613/curesosc.1003110
Johnson, B., & Christensen, L. (2012). Educational research quantitative, qualitative, and mixed approaches (4th ed.). SAGE.
*Karaca, B., & Demirbilek, M. (2022). Examining the factors affecting the academic achievement of Syrian secondary school students in mathematics lesson. Turkish Journal of Mathematics Education, 3(2), 39-66. https://tujme.org/index.php/tujme/article/view/50/27
*Karsli-Calamak, E., Tuna, M. E., & Allexsaht-Snider, M. (2020). Transformation of teachers’ understandings of refugee families’ engagement: Multilingual family mathematics spaces. International Journal of Early Years Education, 28(2), 189-205. https://doi.org/10.1080/09669760.2020.1765093
*Karsli-Calamak, E., Tuna, M. E., & Allexsaht-Snider, M. (2022a). Understanding refugee families’ potentials for supporting children’s mathematics learning. Teachers College Record, 124(5), 49-68. https://doi.org/10.1177/01614681221103948
*Karsli-Calamak, E., Olkun, S., & Sözen-Özdoğan, S. (2022b). Teaching mathematics in culturally and linguistically diverse classrooms: An examination of teacher practices. Anadolu Journal of Educational Sciences International, 12(1), 123-155. https://doi.org/10.18039/ajesi.926493
*Kaya, D., & Ok, G. (2021). Problems encountered by mathematics and science teachers in classrooms where Syrian students under temporary protection status are educated and suggestions for solution. International Journal of Contemporary Educational Research, 8(1), 111-127. https://doi.org/10.33200/ijcer.774094
Khalfaoui, A., García-Carrión, R., & Villardón-Gallego, L. (2021). A systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood education. Early Childhood Education Journal, 49(1), 71-81. https://doi.org/10.1007/s10643-020-01054-4
Kusnandar, N., & Yusuf, Y. (2023). Efforts to improve students' mathematical concepts understanding ability using Dienes Block Media. Mathline: Jurnal Matematika dan Pendidikan Matematika, 8(2), 603-620. https://mathline.unwir.ac.id/index.php/Mathline/article/view/416
*Mavi, S. (2022). An investigation of a case of Turkish and Syrian seventh grade students' mathematical modeling processes (Thesis No. 732688) [Master's thesis, Middle East Technical University]. Databases of National Thesis Center of the Council of Higher Education.
*Menteş, H. S., & Akman, B. (2022). The relationship between mathematics, culture and language in the early years. Journal of Preschool and Elementary Education, 3(1), 1-14. https://doi.org/10.29329/jpee.2022.457.1
*Obay, M., & Çelik, H. C. (2021). Examining middle school mathematics teachers' views on games used in education in terms of culture, education and association. Electronic Journal of Social Sciences, 20(80), 1915-1932. https://doi.org/10.17755/esosder.885739
Onoshakpokaiye, O. E. (2023). An overview of reasoning ability in mathematics and mathematics achievement of students in tertiary institution. IJIET (International Journal of Indonesian Education and Teaching), 7(2), 309-318. https://doi.org/10.24071/ijiet.v7i2.5988
*Özcan, T. (2015). The mathematical and communicative discourse in a multicultural content based classroom of an international school: An ethnographic study (Thesis No. 395387) [Master's thesis, İhsan Doğramacı Bilkent University]. Databases of National Thesis Center of the Council of Higher Education.
*Özcan, Ö. (2022). Investigation of the opinions of teachers and pre-service teachers on the relationship of culture and mathematics in mathematics lessons (Thesis No. 750572) [Master's thesis, Yıldız Teknik University]. Databases of National Thesis Center of the Council of Higher Education.
*Özdemir, F., Çelik, H. C., & Çelik, E. (2023). Examination of problem solving and problem posing skills of foreign teacher candidates in mathematics: The sample of Siirt University. Afyon Kocatepe University Journal of Social Sciences, 25(1), 16-33. https://doi.org/10.32709/akusosbil.1051813
Özden, M. ve Saban, A. (2019). Nitel araştırmalarda paradigma ve teorik temeller. A. Saban ve A. Ersoy (Ed.), Eğitimde nitel araştırma desenleri içinde (3rd ed., s.1-30). Anı Yayıncılık.
Özkan, U. B. (2021). Eğitim bilimleri araştırmaları için doküman inceleme yöntemi (4th ed.). Pegem Akademi.
Parkhouse, H., Lu, C. Y., & Massaro, V. R. (2019). Multicultural education professional development: A review of the literature. Review of Educational Research, 89(3), 416-458. https://doi.org/10.3102/0034654319840359
Sam, L. C. (2003). Cultural differences and mathematics learning in Malaysia. The mathematics educator, 7(1), 110-122. https://math.nie.edu.sg/ame/matheduc/tme/tmeV7_1/08%20Lim%20Chap%20Sam%20Final.pdf
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Published
2023-12-01
How to Cite
Öztop, F. (2023). Research Trends on Mathematics Education of Multicultural Students in Turkey. Dinamika Ilmu, 23(2), 277-290. https://doi.org/10.21093/di.v23i2.7123
Section
Articles
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