Family Math Workshops (FMW)
Family Math Workshops are comprised of two sessions. In the first session, families, teachers, and project staff engage in dialogue about the education system in Turkey, current family support for the children’s learning, school experiences of the children, and the education system in Turkey. In the second session, families and children with refugee and immigrant status, teachers, and researchers engage in mathematics activities together. These mathematical activities draw as families’ funds of knowledge and experiences in their daily lives.
FMW 1
The FMW 1 was carried out in Gaziantep on June, 4, 2018; in Sanliurfa on June, 5, 2018; in Hatay on June, 6, 2018 and in Ankara on June, 11, 2018.
FMW’s are made of two sessions. In the first session, families, teachers, and project staff engaged in dialogue about current family support for the children’s learning, school experiences of the children, and the education system in Turkey. Information was also provided about our social resources such as the facilities provided by local governments and non-governmental organizations for refugees and immigrants. In the second session, families, children, teachers and researchers carry out together a mathematical activity with a focus on ”repeating patterns”. Considering that families are likely to be emergent bilinguals in Turkish, Arabic and Persian translation support was provided to facilitate communication during FMWs.
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FMW 2
FMW 2 was carried out in Gaziantep on December, 24, 2018; in Sanliurfa on December, 25, 2018; in Hatay on December, 27, 2018 and in Ankara on January, 9, 2019.
FMW 2 included two sessions. In the first session, families drew educational journey maps of their children.The Educational Journey Map is a tool to understand students’ and families’ experiences with education.This tool helps to identify the places where the student is experiencing cultural congruences and conflicts, and to adapt the curriculum and pedagogical approaches in line with these findings (Annamma, 2016; Annamma, 2018).
In the second session, families, their children, teachers and researchers carried out a mathematical activity with a focus on “growing patterns”. As the focus of preceding FMW was “repeating patterns”, the mathematical activity was explored increasing patterns and daily life materials were used. The lessons were taught by using mathematical materials and considering not only verbal, but also tactile and visual dimensions of learning. After the event, the families took the materials they designed (a hanging ornament containing patterns) to their homes and so as to further remember the event along with its educational dimensions. Arabic translators were provided to facilitate communication.
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FMW 3
It was carried out in Sanliurfa on March, 4, 2019; in Hatay on March, 6, 2019 and in Ankara on March, 12, 2019.
FMW 3 was organized by volunteer teachers. The volunteer teachers worked together and planned the content. FMW 3 also included of two sessions. In the first session, the teachers tried to know the parents closely and focused on the education of their children. In the second session, each teacher carried out a mathematical event together with families, children, researchers and teachers according to the activity plan they prepared beforehand regarding patterns. Arabic translators were provided to facilitate communication.
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FMW 4
It was carried out in Ankara on May, 23, 2019, Gaziantep on May, 27, 2019; in Sanliurfa on May, 29, 2019 and Hatay on May 31.
FMW 4 included two sessions. In the first session, families, teachers, and project staff engaged in dialogue about observing the mathematical situations taking place in daily life. Families were encouraged to share their daily life practices about mathematics. It was also emphasized the importance of conducting mathematical conversations with their children. In this process, a book containing photographs from daily life has been used as a visual material. In the second session, families, their children, teachers and researchers carried out a mathematical activity with a focus on “repetitive patterns”, “growing patterns” and “expressing patterns with symbols”. Arabic translators were provided to facilitate communication.
Supporting Teachers Working With Refugee and Immigrant Children in Mathematics Education.
The Project MIGRA-MATH (215K478) is Supported by The Scientific and Technological Research Council of Turkey (TÜBİTAK).
ADDRESS
TED Üniversitesi Ziya Gökalp Caddesi No:48 06420, Kolej Çankaya Ankara
