Matematiikan osaamistaso ja matemaattisen minäkäsityksen kehitys alakoulusta toiselle asteelle

Reito Visajaani Salonen; Markku S. Hannula

doi:10.31129/LUMAT.10.1.1732

Authors

Reito Visajaani Salonen Koulutuksen arviointikeskus, Kasvatustieteellinen tiedekunta, Helsingin yliopisto https://orcid.org/0000-0002-3454-225X
Markku S. Hannula Kasvatustieteellinen tiedekunta, Helsingin yliopisto https://orcid.org/0000-0003-4979-7711

DOI:

https://doi.org/10.31129/LUMAT.10.1.1732

Keywords:

Matematiikka, Osaaminen, minäkäsitys, toinen aste, CLPM, BFLPE

Abstract

Matematiikan osaamisen ja matemaattisen minäkäsityksen välillä on vahva positiivinen yhteys. Matematiikkaan liittyvän minäkäsityksen ja osaamistason pitkittäiset muutokset ja näiden vaikutukset auttavat ymmärtämään erilaisten oppijoiden valintojen taustoja suomalaisen koulu-uran aikana aina toisen asteen loppuun asti. Kartoitimme suomalaisten oppijoiden minäkäsityksen ja osaamistason yhteyttä Kansallisen koulutuksen arviointikeskuksen (KARVIn) vuosina 2008–2015 keräämän matematiikan arviointiaineiston pohjalta. Tarkasteluun käytimme ristiviiveyhteyksien paneelimallia (cross-lagged panel model, CLPM) sekä KARVIn pitkittäistutkimuksessa tunnistettua lukiolaisten luokittelua heidän suorittamiensa matematiikan kurssien määrän perusteella. Havaitsimme opiskelijoiden minäkäsityksen heikkenevän ja eri koulupolkujen osaamistasojen välisten erojen kasvavan. Ammatillisella puolella minäkäsitys vakiintuu peruskoulun lopun tasolle, kun taas lukiossa paljon kursseja suorittaneiden keskuudessa peruskoulun aikainen korkea minäkäsitys laskee voimakkaasti. Näillä ryhmillä peruskoulun osaamistaso on voimakkaammin yhteydessä toisen asteen lopun minäkäsitykseen kuin peruskoulun lopun minäkäsitys toisen asteen lopun osaamistasoon. Muissa luokittelun ryhmissä vastaavissa yhteyksissä ainoastaan peruskoulun lopun minäkäsityksellä on merkitsevä yhteys toisen asteen lopun osaamistasoon. Tutkimuksemme mukaan oppilaan vertaisryhmän tason vaikutus (ns. ”Big Fish, Little Pond” -vaikutus) selittää minäkäsityksen muutoksia toisella asteella.

Development of self-concept and proficiency in mathematics from primary school to upper secondary school

The positive correlations between mathematics achievement, enjoyment in mathematics, and self-efficacy beliefs in mathematics are well established. In this study, examining the longitudinal changes in mathematics attitudes and their effects help us to understand the reasons behind different choices the Finnish students make in their school path until the end of secondary grade. We have examined the relation between self-concept and proficiency in mathematics using the national longitudinal mathematics learning outcomes evaluation data collected by the Finnish Education Evaluation Centre (FINEEC) during 2008–2015. The relation between the variables is analysed using a cross-lagged panel model (CLPM) and FINEEC’s classification of mathematics course completed (2017) in the upper secondary education. Proficiency level gap increased over time between students and self-concept decreased. For students who chose the vocational track, there was no decrease in self-concept after lower secondary school. In the academic track, self-efficacy decrease strongest in high achievers group. In transition to upper secondary education, among vocational school and high achievers strongest cross-effect was from proficiency to self-concept. For others, only significant cross-effect was from previous self-concept to profession. Based on our research, “Big Fish Little Pond Effect” is related to changes in self-concept.

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