Pedagogy for Teaching Mathematics to Refugee Students: A Sociocultural Learning Approach

Abstract

This paper engages in a literature review of pedagogy for teaching refugee mathematics. The paper reviewed includes the pedagogy and refugee students, the difficulty of refugee students, the methodology used to teach mathematics to refugee students, the conceptualization of the cognitive background of refugee students, and the differences in language and cultural barriers were also discussed. The paper underpins sociocultural learning theory, which has profoundly impacted educational psychology and pedagogy. The findings revealed that the understanding of the sociocultural learning approach can enhance the effective use of different pedagogies to teach mathematics to refugee students.  The paper concluded that by integrating different elements into their teaching practices, educators can create a more effective and supportive learning environment for refugee students, helping them to succeed in mathematics and beyond.