Abstract:
In this study, problems encountered by mathematics and science teachers in classrooms where Syrian students
under temporary protection status and suggestions for solution to these problems were examined. A case study
was used among qualitative research methods. 30 volunteer mathematics and science teachers from three state
middle schools in the 2018-2019 academic year have attended the study in which criterion sampling was
preferred. In the study where a semi-structured interview form was utilized, evaluation of the data was done
through content analysis. As the result of this study, it was determined that Syrian students have problems
particularly language and communication problems which are stemming from behavioral, parenting, economic,
legislative, and their past lives. Underlying the problems encountered by mathematics and science teachers in
their lessons is the Syrian students' not having sufficient language skills and having difficulties in perception and
learning. Incompatibility of the curriculum, parents' perspective on education, having difficulties in dealing with
problems and lack of materials are among the issues that teachers have problems in. The difficulty acquisition
levels and course contents, the level difference between students, and the lack of training in the subjects are
among the most common problems encountered by teachers in terms of the dimension of the curriculum. The
suggestions of mathematics and science teachers are for the students and families to overcome the language
problem, increasing the supplementary courses, providing material support, and providing support for the
education of the families.
