Geçici Barınma Merkezindeki Okullarda Matematik Öğretmeni Olmak: Türk Öğretmenler ve Suriyeli Öğrenciler

Çalışmada, Türkiye’de Geçici Barınma Merkezi’ndeki okullarda matematik öğretmenlerinin karşılaştığı zorluklar ve başa çıkma yolları araştırmıştır. Bu anlamda Geçici Barınma Merkezi’ndeki okullarda görev yapan matematik öğretmenlerinin deneyimlerine odaklanılmış ve öğretim süreçlerinin anlaşılmasına katkı sunmak amaçlanmıştır. Çalışmanın verileri Kilis ilinde bulunan Geçici Barınma Merkez’lerindeki okullarda görev yapan matematik öğretmenlerinden toplanmıştır. Araştırma nitel bir yaklaşımla planlanmış ve yürütülmüştür. Çalışma matematik öğretmenlerinin mülteci öğrenci olgusuna ilişkin deneyimlerine odaklandığı için fenomenolojik bir araştırmadır. Araştırmada mesleklerinin ilk yıllarında olduğu tespit edilen öğretmenlerin matematik öğretimi yaparken başta dil bariyerine takıldıklarını ve buna rağmen matematik öğrenme fırsatları oluşturmaya çalıştıkları görülmüştür. Öğretmenlerin eğitim almadıkları halde mülteci öğrencilerin kültürlerini ve dillerini derse katarak (etnomatematik) dersleri zenginleştirme çabalarına rastlanmıştır. Geçici Barınma Merkezi’nde yaşamanın olumsuz bir dil öğrenme ortamı olduğu ve matematik öğrenimini olumsuz etkilediği belirlenmiştir.

Anahtar Kelimeler:

matematik öğretimi, matematik öğretmeni, mülteci öğrenci, geçici barınma merkezi

Being a Mathematics Teacher in Schools in Temporary Accommodation Centres: Turkish Teachers and Syrian Students

In the study, the difficulties faced by mathematics teachers in schools in Temporary Accommodation Centers in Türkiye and ways of coping were investigated. In this sense, it is focused on the experiences of mathematics teachers working in the schools in the Temporary Accommodation Center, and it is aimed to contribute to the understanding of the teaching processes. The study data were collected from mathematics teachers working in schools in Temporary Accommodation Centers. The research was conducted with a qualitative approach. Phenomenology design was used in the study. The study observed that teachers try to create opportunities to learn mathematics. Teachers have been attempting to enrich the lessons (ethnomathematics) by incorporating the cultures and languages of refugee students into the class, even though they have yet to receive any training. To create the fair learning environments deserved by refugee students in the Temporary Accommodation Center, it is recommended to increase the studies on teachers' mathematics teaching processes and to identify their needs.

Keywords:

mathematics teaching, mathematics teacher, refugee student, Temporary Accommodation Center,

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