[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588758-105":59,"doc-detail-588758-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teaching-function-mathematics-skills-to-refugees","Teaching Function Mathematics Skills to Refugees","","In the United States, refugee adults face major practical barriers after about 90 days in English programs, including using unfamiliar bus schedules, paying with different monetary systems, shopping for essentials, and applying for needed social services. These tasks require complex mathematics, especially challenging for adults with limited English and interrupted education. This year-long action research study examines a mathematics educator’s assumptions and misconceptions when teaching functional mathematics skills to small groups of refugee women.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-function-mathematics-skills-to-refugees/588758/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-function-mathematics-skills-to-refugees/588758.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address for adult refugees in the United States?","Question",{"text":112,"@type":113},"After English language programs, refugee adults must handle everyday tasks like transportation, shopping, and social services. These activities require functional mathematics that is difficult for learners with limited English and interrupted education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the focus of the action research study?",{"text":117,"@type":113},"The study investigates a mathematics educator’s assumptions and misconceptions when teaching functional mathematics skills to small groups of refugee women.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper frame the support needs of refugee learners?",{"text":121,"@type":113},"It emphasizes strategies for teaching functional mathematics that honor students’ stories and create a welcome environment with high expectations for their success.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588758,1793120517,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","Teaching Function Mathematics Skills to Refugees  \nJoana Caniglia  \nKent State University  \n[j](jcanigl1@kent.edu)[canigl1@kent.edu](jcanigl1@kent.edu)  \nAbstract  \nIn the United States, after approximately 90 days of English language programs, refugee adults are placed in the mainstream, where they face enormous challenges including navigating bus schedules, buying groceries with a different monetary system, shopping for necessities, and applying for needed social services. The complexity of the mathematics that these activities require poses a significant barrier for adult refugees with limited English and interrupted education. This action research study reports on a year-long project that sought to uncover a mathematics educator’s assumptions and misconceptions brought to the teaching of functional mathematics skills for small groups of refugee women. Strategies to address teaching functional mathematics to refugees are provided within each section with an emphasis on knowing the stories of students and honoring them by creating an environment of welcome and high expectations for their success.  \nKeywords: functional mathematics skills, misconceptions, refugees  \nIntroduction  \nIn a recent TED Talk, author and poet, Chimamanda Adichie tells the story of how she found her“authentic cultural voice”—and warns that if we hear only a single story about another person or culture we risk a critical misunderstanding (Adichie, 2009) . Adichie’s story describes the major concerns of refugees and their teachers—that of making assumptions and critiques of other cultures before teachers get to know their students’ stories. The purpose of this study was to expand the stories of mathematics educators of refugees. From a year-long study of adult refugee men and women who were learning functional mathematics, this study investigated strategies that are effective and at the same time could expand the single stories that teachers may carry with them into a classroom.  \nThe Plight of Refugees  \nWho are refugees and where are they from? According to the 1951 United Nations Convention Relating to the Status of Refugees a refugee is \"a person who owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion, is outside the country of their nationality, and is unable to or, owing to such fear, is unwilling to avail him/herself of the protection of that country\" (United Nations, 1951, p. 137) . Statistics on refugees are provided by the United Nations High Commissioner on Refugees (UNHCR, 2016) . Syria remains a leader in numbers of displaced persons: 12 million people, or two thirds of the population is leaving. Colombia has 7.7 million refugees, then Afghanistan (4.7 million) and Iraq (4.2 million) . South Sudan follows with 3.3 million with the fastest growing number of refugees. While refugees may fleeto other countries, many may spend years in camps waiting to return to their own country or to another one selected by the United Nations Immigration Division (UNHCR, 2016) .  \nThe human tragedy of massive forced displacement continued to unfold around the world during the first half of 2016 with conflict, persecution, generalized violence, and violations of human rights causing forced displacement to increase further. The first half of the year saw persistent conflict in many regions, notably Nigeria, Yemen, South Sudan and the Syrian Arab Republic (Syria), leading millions to flee their homes, most remaining displaced within their own country but many also leaving for other countries (UNHCR, 2016, Introduction) .  \nThe refugee statistics are both daunting and in a constant state of flux. The United Nations Refugee Agency's annual Global Trends study found that 65.6 million people were forcibly displaced worldwide at the end of 2016 – approximately 300,000 more than in the previous year (United Nations High Commissioner for Refugees (UNHCR, 2016)) . It n","cbCaihiIKcC4yQ5C","https://ap.wps.com/l/cbCaihiIKcC4yQ5C","pdf",220933,"English","# Abstract\n# Introduction\n# The Plight of Refugees\n## Definitions and international frameworks\n## Global displacement statistics\n## Refugees in the United States\n# Functional Mathematics Skills Delineated by NRS Levels","[{\"question\":\"What problem does the study address for adult refugees in the United States?\",\"answer\":\"After English language programs, refugee adults must handle everyday tasks like transportation, shopping, and social services. These activities require functional mathematics that is difficult for learners with limited English and interrupted education.\"},{\"question\":\"What is the focus of the action research study?\",\"answer\":\"The study investigates a mathematics educator’s assumptions and misconceptions when teaching functional mathematics skills to small groups of refugee women.\"},{\"question\":\"How does the paper frame the support needs of refugee learners?\",\"answer\":\"It emphasizes strategies for teaching functional mathematics that honor students’ stories and create a welcome environment with high expectations for their success.\"}]","Teaching Function Mathematics Skills to Refugees | PDF",1792065878,25]