The Universal Language of Mathematics Erasmus Project

Project Title

The Universal Language of Mathematics

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Integration of refugees; Research and innovation; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

Since 2010, the numbers of refugees, immigrant and asylum seekers have been increasing exponentially all around the world. As of 2018, there are 4.391.419 refugees, 1.299.246 asylum seekers and 2.804.962 internally displaced people in EU. Turkey has also been affected by these global human movements and the situation has been worsening since the civil war in Syria. People from several countries arrived in Turkey and their population is more than 3.5 million. The majority of refugees consist of children in school-age and women which means that millions of refugee children (RC) must be educated in national education system. Therefore, integration of RC into school life has become top priority which is not manageable at national level and requires transnational cooperation.

In national education systems, RC get education in combined classes which contain 10%-20% RC and 80%-90% native children. As native pupils, RC start to new semester enthusiastically. But, they lose their concentration and motivation through semester due to lack of effective communication with their teachers and native students. They do not participate in lessons until they learn native language. Learning new language requires time. During this time period, RC are not able to follow and understand courses such as math and science. They cannot ask questions, explain their needs nor express themselves. Teachers do not have enough time to respond their special needs. Hence, RC choose to isolate themselves. This isolation process leads to problems such as exclusion by the native students, fights, hatefulness against others, attendance problems, dropping out school, taking part in gangs and finally racism.

To be integrated, RC should take part in class and feel that they can be successful like native students. A solution must promote and improve the sense of self-sufficiency of RC and their confidence to national education system. Thus, the solution must support RC for systematic successive achievements and these motivation-generating achievements should proceed hand in hand with learning language.

The objective of ULM project is to propose such a solution. To keep RC active and motivated in the classes, ULM project formulated an innovative method of teaching which uses the universal language of math instead of national language of host country. RC can learn math in combined classes while they are learning native language. The target groups are RC under the age of 15, their parents and teachers. They are supported via necessary supplementary materials which present math topics with maximum mathematical expression and minimum verbal expression.

The ULM project consists of three phases represented by three Intellectual Outputs. Within the framework of these IOs, all objectives of the ULM project were met.

ULM project conducted in-depth research on the situation of RC in Turkey, Italy and Germany, and comprehensive survey in Turkey to reveal the real-life challenges in integration of RC to the school life. The results were documented in a report which covers data, statistics, and existing approaches (examples of good practice) on school life of RC from the perception of major refugee receiver countries (Turkey, Italy and Germany). The survey work provided precious insight into the school life of RC. The report was disseminated to target groups and stakeholders which in turn raised the awareness of the public about the educational problems of RC. Thus, the ULM project resulted in valuable input for further creation of successful policy and projects.

ULM project produced informative booklets about the national education systems of Turkey, Germany and Italy. RC and their parents can discover all necessary information about the national education system (their rights, responsibilities, opportunities, etc.) and the curriculum.

ULM project created math activity books which were developed especially for RC in accordance with four classes of middle school math curriculums. To overcome the language barrier (RC faced with), these books were employed the method of teaching which used the universal language of math and can be easily followed by the RC who are not good at national language. Therefore, RC can learn math in classes together with national students while they are learning national language. Besides, teachers are supported via supplementary learning materials.

ULM project created an online platform (math room) for math education. To make the learning of math more enjoyable, math room offers online exercises for RC. On ULM online platform, separate modules have been prepared to direct students from partner countries to the relevant grade level. Besides, a universal content module has been added to the platform, where any student from any part of the world can access a comprehensive curriculum at the beginner level, no matter where they are connected from. Math room provides flexible study method to refugee students.

Project Website

http://www.ulmproject.com

EU Grant (Eur)

Funding of the project from EU: 131330 Eur

Project Coordinator

Turkiye Genclik Kulupleri Konfederasyonu & Country: TR

Project Partners

• CESIE
• Institut für Migrations- und Aussiedlerfragen Heimvolkshochschule St. Hedwigs-Haus e.V.