2025/01/02 by Volodymyr Proshkin, Colin Foster · 1 voice · 2 citations
Social Sciences · #Education and experiences of immigrants and refugees #Global Educational Policies and Reforms #Global Educational Reforms and Inequalities
paper · pdf · doi:10.1080/0305764x.2024.2444453
openalex publication_date 2025/01/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/14
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.