Determining the Mental-Risk of Immigrant Students in Mathematics Classroom

Abstract

While research on the educational experiences of immigrant students typically focuses on their (responses to) educational challenges, there is a lack of research on understanding the academic risk-taking behaviors of immigrant students. This study addresses this gap by examining the mental risk-taking skills of Syrian immigrant students in T & uuml;rkiye while learning mathematics. A case study approach is used in which 6 participants were selected using a criterion- and convenience sampling method. Data collection involved a demographic and open-ended questionnaire and semi-structured interviews, which were analyzed through a directed content analysis. The analyses suggest the importance of three main categories acculturation, risktaking, and task selection. The results highlight how cultural differences and educational transitions impact students' willingness to take risks in learning mathematics. The current study shows that immigrant female students do not hesitate to take risks while learning mathematics. In contrast, immigrant male students deny the existence of risk and, therefore, state that there is no risk to be taken. The discussion suggests implications for future research, educators and policymakers to support immigrant students' learning of mathematics.