Challenges faced by Ukrainian students learning mathematics in UK schools.
Saved in:
| Title: | Challenges faced by Ukrainian students learning mathematics in UK schools. |
|---|---|
| Authors: | Proshkin, Volodymyr (AUTHOR), Foster, Colin (AUTHOR) |
| Source: | Cambridge Journal of Education. Feb2025, Vol. 55 Issue 1, p39-71. 33p. |
| Subjects: | Mathematics teachers, Mathematics education, Mathematics students, Subtraction (Mathematics), Refugees, Refugee children |
| Geographic Terms: | United Kingdom |
| Abstract: | Previous research on how UK schools can meet the needs of refugee students has not focused on Ukrainian refugee students' learning of mathematics. This group faces specific challenges, simultaneously studying different mathematics curricula, face-to-face in the UK and by distance in Ukraine. We examine the experiences of Ukrainian refugees in UK secondary schools, focusing particularly on their mathematics learning. We interviewed students aged 11–17 years (N = 23) and their parents (N = 18), and conducted an online survey of mathematics teachers (N = 21) who had recent experience teaching Ukrainian refugee students in the UK. We highlight specific challenges, including language barriers, motivation and social-emotional issues, as well as specific mathematical and organisational issues. We explore the differences in mathematics teaching and learning in schools in the UK and Ukraine and identify the main issues perceived by mathematics teachers when teaching mathematics to Ukrainian students in UK schools. [ABSTRACT FROM AUTHOR] |
| Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Previous research on how UK schools can meet the needs of refugee students has not focused on Ukrainian refugee students' learning of mathematics. This group faces specific challenges, simultaneously studying different mathematics curricula, face-to-face in the UK and by distance in Ukraine. We examine the experiences of Ukrainian refugees in UK secondary schools, focusing particularly on their mathematics learning. We interviewed students aged 11–17 years (N = 23) and their parents (N = 18), and conducted an online survey of mathematics teachers (N = 21) who had recent experience teaching Ukrainian refugee students in the UK. We highlight specific challenges, including language barriers, motivation and social-emotional issues, as well as specific mathematical and organisational issues. We explore the differences in mathematics teaching and learning in schools in the UK and Ukraine and identify the main issues perceived by mathematics teachers when teaching mathematics to Ukrainian students in UK schools. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 0305764X |
| DOI: | 10.1080/0305764X.2024.2444453 |
