TY - CHAP TI - The significance of reading, communication and dialogue in learning mathematics AU - Kupari, P. T2 - Finnish reading literacy: When quality and equity meet A2 - P, Linnakylä A2 - I, Arffman DA - 2007/// PY - 2007 DP - Google Scholar SP - 215 EP - 228 PB - Institute for Educational Research, University of Jyväskylä ER - TY - CHAP TI - The impact of beliefs on the teaching of mathematics AU - Ernest, Paul T2 - Mathematics Teaching: The State of the Art A2 - Ernest, Paul CY - New York DA - 1989/// PY - 1989 SP - 249 EP - 254 PB - Falmer Press ER - TY - JOUR TI - Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers AU - Russo, James AU - Bobis, Janette AU - Sullivan, Peter AU - Downton, Ann AU - Livy, Sharyn AU - McCormick, Melody AU - Hughes, Sally T2 - Teaching and Teacher Education AB - In this study we explored the relationship between teacher enjoyment of teaching mathematics, their attitudes towards student struggle, and the amount of time teachers spent teaching mathematics. Ninety-eight primary educators were surveyed regarding their attitudes and behaviors towards mathematics instruction. Hierarchical regression analyses revealed that teacher enjoyment of teaching mathematics explained variance in both teacher attitudes towards student struggle and instructional time spent on mathematics, even after relevant educator characteristics were accounted for. Findings suggest that teacher enjoyment of teaching mathematics in the early primary years has important implications for both the quality and quantity of mathematics instruction students receive. DA - 2020/02/01/ PY - 2020 DO - 10.1016/j.tate.2019.102983 VL - 88 IS - 102983 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X18315130 L1 - https://research.monash.edu/files/291264413/290231520_oa.pdf KW - Instructional time KW - Mathematics teaching KW - Primary teachers KW - Student struggle KW - Teacher attitudes KW - Teacher enjoyment ER - TY - JOUR TI - Elementary school teachers' math anxiety and students' math learning: A large-scale replication. AU - Schaeffer, Marjorie W AU - Rozek, Christopher S AU - Maloney, Erin A AU - Berkowitz, Talia AU - Levine, Susan C AU - Beilock, Sian L T2 - Developmental science DA - 2021/07// PY - 2021 DO - 10.1111/desc.13080 VL - 24 IS - 4 SP - e13080 SN - 1467-7687 KW - Mathematics KW - academic achievement* KW - Anxiety KW - Child KW - elementary school* KW - Female KW - Humans KW - Male KW - math anxiety* KW - math learning* KW - School Teachers* KW - Schools KW - Students* KW - teachers* ER - TY - JOUR TI - The pre-service teachers' mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students AU - Bekdemir, M. T2 - Educational Studies in Mathematics DA - 2010/// PY - 2010 DO - 10.1007/s10649-010-9260-7 VL - 75 IS - 3 SP - 311 EP - 328 KW - Mathematics KW - Anxiety ER - TY - JOUR TI - Not all elementary school teachers are scared of math AU - Artemenko, C. AU - Masson, N. AU - Georges, C. AU - Nuerk, H.-C. AU - Cipora, K. T2 - Journal of Numerical Cognition DA - 2021/// PY - 2021 DO - 10.5964/jnc.6063 VL - 7 IS - 3 SP - 275 EP - 294 ER - TY - CONF TI - Mathematical belief systems and their meaning for the teaching and learning of mathematics AU - Pehkonen, Erkki AU - Törner, Günter T2 - Current Sate of Research of Mathematical Beliefs A2 - Törner, Günter C1 - October 4–5, 1995, Duisburg, Germany C3 - Proceedings of the MAVI Workshop DA - 1995/10/04/5 PY - 1995 SP - 1 EP - 14 PB - University of Duisburg ER - TY - BOOK TI - Mind in society : the development of higher psychological processes AU - Vygotsky, Lev Semjonovitš DA - 1978/// PY - 1978 PB - Harvard University Press ER - TY - CHAP TI - Teachers' beliefs and conceptions: A synthesis of the research AU - Thompson, Alba G T2 - Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics A2 - Grouws, D. A. DA - 1992/// PY - 1992 SP - 127 EP - 146 PB - Macmillan Publishing ER - TY - JOUR TI - Examining pre-service elementary school teacher beliefs and instructional practices in mathematics class AU - Purnomo, Yoppy Wahyu AU - Suryadi, Didi AU - Darwis, Sutawanir T2 - International Electronic Journal of Elementary Education AB - The gap between theory and practice has become a critical issue in the effort of improving the learning of mathematics. Beliefs may have been one of the contributing factors to the widening of the gap between theory and practice. Therefore, examining the relationship between beliefs and practices in mathematics is crucial to gain an overview of the preparation of potential teacher candidates and the development of teacher education in the future. This study aims to examine the relationship between beliefs held by pre-service elementary school teachers and the instructional practices in mathematics class. This study employs the case study that focuses on one of the preservice elementary school teachers who is undertaking practical field experience in the 2015/2016 academic year. The findings of this study indicate that the instructional practices do not necessarily reflect the beliefs that are held. On the other hand, beliefs about the nature of mathematics influence more dominant than the other beliefs against instructional practices. DA - 2016/// PY - 2016 DP - Zotero VL - 8 IS - 4 SP - 629 EP - 642 LA - en ER - TY - JOUR TI - Exploring the relationship between teachers’ beliefs on the nature and learning of mathematics and self-efficacy in teaching mathematics at the primary school level AU - Pikk, Kristi AU - Leijen, Äli AU - Radišić, Jelena AU - Uibu, Krista T2 - LUMAT: International Journal on Math, Science and Technology Education AB - For more than 30 years, the study of teachers’ beliefs has been crucial to the mathematics education field since teachers’ beliefs may significantly influence students’ learning of mathematics. This study included 127 Estonian in-service primary and secondary school mathematics teachers teaching grades three to five. We examined their beliefs about the nature of mathematics, learning of mathematics, and their confidence in their ability to teach the subject (self-efficacy). Moreover, we aimed to explore the relationships between these beliefs. We also investigated the possible differences between subject teachers and class teachers and possible differences regarding teacher work experience. Teachers’ self-efficacy beliefs about goal setting, motivation, and cognitive activation were positively correlated. Self-efficacy beliefs on goal setting had positive effect on rules and procedures beliefs (nature of mathematics) and teacher-directed beliefs (learning of mathematics). In addition, the results showed a negative relationship between self-efficacy beliefs on cognitive activation and rules and procedures and teacher-directed beliefs. No statistically significant relationship was found between the teachers’ beliefs and their years of experience. Nonetheless, a strong correlation was discovered between the type of teachers (i.e., class teacher or subject teacher) and self-efficacy beliefs related to cognitive activation. These findings draw attention to the intricate links between teachers’ different beliefs and offer recommendations for teacher preparation programs and further study. DA - 2025/01/22/ PY - 2025 DO - 10.31129/LUMAT.13.1.2504 DP - DOI.org (Crossref) VL - 13 IS - 1 SP - Article EP - 3 J2 - LUMAT LA - en SN - 2323-7112 UR - https://journals.helsinki.fi/lumat/article/view/2504 Y2 - 2025/01/27/07:40:16 ER - TY - CONF TI - Primary school teachers’ mathematics beliefs and teaching practices AU - Perkkilä, Päivi A2 - Mariotti, M. A. C1 - 28 February–3 March 2003, Bellaria, Italy C3 - Proceedings of CERME 3: Third conference of the European Society for Research in Mathematics Education DA - 2003/// PY - 2003 DP - Google Scholar SP - 1 EP - 8 L1 - http://www.mathematik.tu-dortmund.de/~erme/CERME3/Groups/TG2/TG2_perkkila_cerme3.pdf ER - TY - BOOK TI - Literacies AU - Kalantzis, M. AU - Cope, B. AU - Chan, E. AU - Dalley-Trim, L. DA - 2012/// PY - 2012 DP - Google Scholar PB - Cambridge University Press ER - TY - JOUR TI - Mastery of the concept of percentage and its representations in Finnish comprehensive school grades 7–9 AU - Joutsenlahti, Jorma AU - Perkkilä, Päivi T2 - Education Sciences AB - This research was conducted in 2019 in collaboration with Japanese colleagues, with the research tasks translated from the original Japanese. In Finland, a total of 1112 students from grades 7–9 in primary school participated in the study. In our article, we examine Finnish students’ mastery of the concept of percentages and how they express their mathematical thinking about percentages in a multimodal way. A multimodal expression of mathematical thinking can typically take the form of natural language, written mathematics, pictorial representations, mathematical symbolic language, or combinations of these, which can be used to manage information, such as through tables. Our focus is on Finnish primary-school students’ mastery of the concept of percentages, and we then narrow our analysis to tasks where students have used a multimodal approach. We analyze the representations of the concept of percentages and the related thought processes. The concept of percentages was best mastered in grade 9 and weakest in grade 7. Students mostly used a combination of pictorial language, natural language, and mathematical symbolic language to describe their solution processes. However, describing their thinking in different ways did not necessarily highlight possible errors in their reasoning. DA - 2024/// PY - 2024 DO - https://doi.org/10.3390/educsci14101043 DP - Zotero VL - 14 IS - 10 SP - 1043 LA - en ER - TY - JOUR TI - Beliefs and perspectives of first-year, alternative preparation, elementary teachers in urban classrooms AU - Hart, Lynn C. T2 - School Science and Mathematics AB - Results from an earlier study (Hart, 2002) suggested that a group of 14 teachers participating in an alternative preparation program for elementary teachers had developed beliefs that were consistent with current thinking in mathematics education. The current study follows 8 of those teachers into their first year of teaching in an urban classroom. Qualitative data were collected from three sources: reflection logs, mathematics case discussions, and field notes made during classroom observations. This provided a triangulation of perspectives: the teachers' views of themselves, the teachers' views of others, and the university faculty member's view of them. Also, teachers completed the Standards Belief Instrument (Zollman & Mason, 1996) at the end of Phase I and at the end of Phase II. Results from the instrument and the qualitative analysis suggest that the teachers maintained a strong reform perspective in their beliefs, but they were unable to consistently implement pedagogy that was consistent with those beliefs. [PUBLICATION ABSTRACT] DA - 2004/02// PY - 2004 DO - https://doi.org/10.1111/j.1949-8594.2004.tb17985.x DP - ProQuest VL - 104 IS - 2 SP - 79 EP - 88 LA - English SN - 00366803 Y2 - 2022/10/07/07:01:17 L1 - https://media.proquest.com/media/pq/classic/doc/629607021/fmt/pi/rep/NONE?cit%3Aauth=Hart%2C+Lynn+C&cit%3Atitle=Beliefs+and+Perspectives+of+First-Year%2C+Alternative+Preparation%2C+Elementary+Teachers+in+Urban+Classrooms&cit%3Apub=School+Science+and+Mathematics&cit%3Avol=104&cit%3Aiss=2&cit%3Apg=79&cit%3Adate=Feb+2004&ic=true&cit%3Aprod=Education+Collection&_a=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%2BgIBToIDA1dlYooDHENJRDoyMDIyMTAwNzA1MDgwNDQ4ODo0NDUxODg%3D&_s=nhY9%2B6fDf7tiKQ1XX3dSu67BTRI%3D KW - Mathematics KW - Mathematics education KW - Beliefs KW - Classrooms KW - Teachers KW - Classroom observation KW - Education--Teaching Methods And Curriculum KW - Education–Teaching Methods And Curriculum KW - Elementary education KW - Elementary school teachers KW - Mathematical analysis KW - Qualitative analysis KW - Qualitative research KW - Sciences: Comprehensive Works KW - Triangulation KW - Urban schools KW - Values ER - TY - BOOK TI - Research methods in education AU - Cohen, Louis AU - Manion, Lawrence AU - Morrison, Keith DA - 2002/09/11/ PY - 2002 ET - 5th LA - en PB - Routledge SN - 978-0-203-22434-2 UR - https://doi.org/10.4324/9780203224342 Y2 - 2024/10/21/07:23:54 L1 - https://thuvienso.hoasen.edu.vn/bitstream/handle/123456789/10352/Contents.pdf?sequence=1 ER - TY - BOOK TI - The origins of intelligence in children. AU - Piaget, Jean A4 - Cook, Margaret CY - New York DA - 1952/// PY - 1952 DP - DOI.org (Crossref) LA - en PB - W. W. Norton & Company UR - https://content.apa.org/books/11494-000 Y2 - 2025/01/06/11:04:30 ER - TY - BOOK TI - National core curriculum for basic education 2014 AU - Finnish National Agency for Education (EDUFI) DA - 2016/// PY - 2016 PB - (Publication 2016:5) UR - https://www.ellibslibrary.com/book/9789521362590 KW - perusopetus ER - TY - THES TI - 'Now I get it!' Developing a real-world design solution for understanding equation-solving concepts AU - Lehtonen, Daranee DA - 2022/02// PY - 2022 M3 - Doctoral dissertation PB - Tampere University UR - https://urn.fi/URN:ISBN:978-952-03-2250-2 DB - Trepo ER - TY - CHAP TI - Promoting mathematical thinking in Finnish mathematics education AU - Krzywacki, Heidi AU - Pehkonen, Leila AU - Laine, Anu T2 - Miracle of Education A2 - Niemi, Hannele A2 - Toom, Auli A2 - Kallioniemi, Arto AB - In this article, we outline some of the main characteristics of the mathematics education in the Finnish educational context. In Finland, at both primary and secondary school levels teachers are educated to be autonomous and reflective academic experts. This policy means there is a strong emphasis on teachers’ independence and autonomous responsibility and it also has many consequences for teaching mathematics. We start by discussing the main features of Finnish mathematics education through the outline stated in the National Core Curriculum and reflecting on the features of teacher education, which prepares academic, pedagogically thinking teachers for school work. In Finland, mathematics education is highly dependent on teachers and their understanding of teaching and learning mathematics. Secondly, we elaborate the practical and environmental aspects influencing schooling and the way mathematics is taught in Finnish comprehensive schools. The central aspects characterising Finnish mathematics education, such as the distribution of lesson hours, the availability of pedagogically well-structured learning materials and the principles of school assessment, are discussed. To conclude, Finnish teachers responsible for teaching mathematics play a significant role in maintaining and developing the quality of school mathematics education. CY - Rotterdam DA - 2016/// PY - 2016 DP - DOI.org (Crossref) SP - 109 EP - 123 LA - en PB - SensePublishers SN - 978-94-6300-776-4 UR - http://link.springer.com/10.1007/978-94-6300-776-4_8 Y2 - 2024/12/30/19:42:43 L2 - https://link.springer.com/chapter/10.1007/978-94-6300-776-4_8 ER - TY - BOOK TI - Effective and equitable teacher practice in mathematics and science education: A Nordic perspective across time and groups of students T2 - IEA Research for Education A3 - Teig, Nani A3 - Nilsen, Trude A3 - Yang Hansen, Kajsa CY - Cham DA - 2024/// PY - 2024 DP - DOI.org (Crossref) VL - 14 LA - en PB - Springer Nature Switzerland SN - 978-3-031-49579-3 978-3-031-49580-9 ST - Effective and Equitable Teacher Practice in Mathematics and Science Education UR - https://link.springer.com/10.1007/978-3-031-49580-9 Y2 - 2024/12/27/19:33:56 KW - teaching practice ER - TY - CHAP TI - Emotions and learning AU - Liljedahl, Peter AU - Andrà, Chiara T2 - Theorizing and measuring affect in mathematics teaching and learning A2 - Andrà, Chiara A2 - Brunetto, Domenico A2 - Martignone, Francesca CY - Cham DA - 2020/// PY - 2020 DP - DOI.org (Crossref) SP - 3 EP - 10 LA - en PB - Springer International Publishing SN - 978-3-030-50525-7 978-3-030-50526-4 UR - http://link.springer.com/10.1007/978-3-030-50526-4_1 Y2 - 2023/07/30/11:13:45 ER - TY - BOOK TI - Approaches to teaching mathematics: Mapping the domains of knowledge, skills, and dispositions AU - Kuhs, Therese AU - Ball, Deborah Loewenberg DA - 1986/// PY - 1986 DP - Google Scholar PB - National Center for Research on Teacher Education, Michigan State University ST - Approaches to teaching mathematics ER - TY - JOUR TI - Disciplinary contextualisation of transversal competence in Finnish local curricula: the case of multiliteracy, mathematics, and social studies AU - Palsa, Lauri AU - Mertala, Pekka T2 - Education Inquiry DA - 2022/04/03/ PY - 2022 DO - 10.1080/20004508.2020.1855827 DP - DOI.org (Crossref) VL - 13 IS - 2 SP - 226 EP - 247 J2 - Education Inquiry LA - en SN - 2000-4508 ST - Disciplinary contextualisation of transversal competence in Finnish local curricula UR - https://www.tandfonline.com/doi/full/10.1080/20004508.2020.1855827 Y2 - 2025/01/27/18:51:48 L1 - https://www.tandfonline.com/doi/pdf/10.1080/20004508.2020.1855827?needAccess=true ER - TY - JOUR TI - Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using Scratch AU - Olsson, Jan AU - Granberg, Carina T2 - Mathematical Thinking and Learning AB - Studies have shown that learning mathematics through programming can be complex and that the programming itself might even hamper students’ learning. However, few studies have focused on the role of the teacher and the teacherstudent interaction that aims to support students’ learning when using program­ ming. The present study examines a didactic design in which a teacher uses wellprepared questions and suggestions that focus on students’ reasoning to solve mathematical problems using Scratch, a block-based programming environ­ ment. Forty students, 10–11 years old, solved a geometry problem using Scratch supported by their teacher. The students’ screen activities and teacherstudent interactions were recorded. The results indicate that well-prepared general and task-specific questions targeting students’ creative reasoning can help to overcome some of the complexities of learning mathematics while programming. The study furthermore shows that when students have sufficient programming skills, Scratch could even have the potential to support their reasoning and at the same time guide the teacher to give timely feedback. DA - 2024/07/02/ PY - 2024 DO - 10.1080/10986065.2022.2105567 DP - DOI.org (Crossref) VL - 26 IS - 3 SP - 278 EP - 305 J2 - Mathematical Thinking and Learning LA - en SN - 1098-6065, 1532-7833 UR - https://www.tandfonline.com/doi/full/10.1080/10986065.2022.2105567 Y2 - 2025/01/10/19:09:57 ER - TY - JOUR TI - Kielentämisen käsite ainedidaktisissa tutkimuksissa AU - Joutsenlahti, Jorma AU - Rättyä, Kaisu T2 - Suomen ainedidaktinen tutkimusseura DA - 2015/// PY - 2015 VL - 8 SP - 45 EP - 62 ER - TY - JOUR TI - Patterns of instruction in Finnish and Norwegian lower secondary mathematics classrooms AU - Luoto, Jennifer Maria AU - Klette, Kirsti AU - Blikstad-Balas, Marte T2 - Research in Comparative and International Education AB - This paper focuses on patterns of instructional practices in mathematics classrooms in two Nordic contexts, Finland and Norway. While sharing some key features in terms of ways of organizing schooling and education, these two contexts also exhibit interesting differences in instruction at the classroom level. In using a standardized coding manual to systematically analyze features of instruction in 16 classrooms, eight in Helsinki, and eight in Oslo, we found that whole-class instruction dominated in Oslo, and individual seatwork was the main instructional activity in Helsinki. Instruction in Helsinki showed more evidence of clear instructional explanations, connection of new knowledge to existing knowledge, and explicit learning goals; Oslo students had greater opportunities to participate in classroom discourse and peer discussions. This study contributes to the understanding of how similar contexts enact distinct instructional patterns in the classroom, and how these can be related to the aspects of instructional quality. DA - 2022/09// PY - 2022 DO - 10.1177/17454999221077848 DP - DOI.org (Crossref) VL - 17 IS - 3 SP - 399 EP - 423 J2 - Research in Comparative and International Education LA - en SN - 1745-4999, 1745-4999 UR - http://journals.sagepub.com/doi/10.1177/17454999221077848 Y2 - 2023/11/20/11:38:10 ER - TY - BOOK TI - Research design : qualitative, quantitative, and mixed methods approaches AU - Creswell, John W AU - Creswell, J. David DA - 2018/// PY - 2018 ET - 5th ed. PB - Sage SN - 978-1-5063-8670-6 L1 - https://cumming.ucalgary.ca/sites/default/files/teams/82/communications/Creswell%202003%20-%20Research%20Design%20-%20Qualitative%2C%20Quantitative%20and%20Mixed%20Methods.pdf KW - Social sciences – Research – Methodology ER - TY - JOUR TI - What are Finnish teacher educators’ conceptions about the teaching of problem solving in mathematics? AU - Pehkonen, Erkki T2 - European Journal of Teacher Education DA - 1993/// PY - 1993 DO - https://doi.org/10.1080/0261976930160306 DP - Google Scholar VL - 16 IS - 3 SP - 237 EP - 256 L2 - https://www.tandfonline.com/doi/abs/10.1080/0261976930160306 ER - TY - JOUR TI - Investigating Finnish teacher guides as a resource for mathematics teaching AU - Hemmi, Kirsti AU - Krzywacki, Heidi AU - Koljonen, Tuula T2 - Scandinavian Journal of Educational Research AB - The most commonly used Finnish mathematics teacher guides (Grades 1–6) are investigated so as to determine what kind of resource they constitute for teachers in planning and enacting mathematics teaching and what kind of mathematics classroom they promote. The structure and the main contents of the guides were found to be quite homogeneous. The nature of communication was mostly descriptive, but the separate activities suggested for each lesson were quite explicitly described. Suggested activities, such as mental calculation tasks and homework assignment, were typically motivated by non-specific rationales, and many activities seemed to be taken for granted in the Finnish mathematics classroom culture. The results add both to knowledge about how to analyse teacher guides and to knowledge about Finnish educational features. DA - 2018/// PY - 2018 DO - 10.1080/00313831.2017.1307278 VL - 62 IS - 6 SP - 911 EP - 928 SN - 14701170 UR - http://dx.doi.org/10.1080/00313831.2017.1307278 L1 - https://helda.helsinki.fi/bitstream/10138/326219/1/A_pre_publication_version_of_Investigating_Finnish_Teacher_Guides_as_a_Resource_for_Mathematics_Teaching.pdf KW - Mathematics KW - Teachers KW - Teaching KW - Elementary education KW - Addition & subtraction KW - Annan matematik KW - Didactics KW - Didaktik KW - Educational Sciences KW - elementary school KW - Finland KW - Finnish language KW - Matematik KW - Mathematics curriculum materials KW - Natural Sciences KW - Naturvetenskap KW - Other Mathematics KW - Samhällsvetenskap KW - Social Sciences KW - teacher guides KW - Utbildningsvetenskap ER - TY - BOOK TI - In teachers we trust: The Finnish way to world-class schools AU - Sahlberg, P. AU - Walker, T. D. DA - 2021/// PY - 2021 PB - W.W. Norton & Company ER - TY - JOUR TI - Classroom observation as a means of understanding teaching quality: towards a shared language of teaching? AU - Klette, Kirsti T2 - Journal of Curriculum Studies AB - More than forty years ago, Dan Lortie famously lamented the lack of a common language with which to describe teaching and noted this scarcity as a key problem within studies of teaching and teacher profes­ sionalism. I argue that recent developments in video technology and supporting methodological designs have paved the way for a new gen­ eration of classroom studies. Today, large-scale classroom studies and targeted subject-specific studies have contributed to a renewed interest in classroom designs as lenses to shed light on how and why teaching and teaching matter. In this article, I summarize recent developments in class­ room studies in terms of technologies, research design and analytical frameworks and discuss how these developments allow for integrative efforts and more programmatic research within studies of classroom teaching and learning, thus providing a platform for building a shared vocabulary for describing teaching. A key argument will be how video recordings nurture a new generation of generic and subject-specific class­ room studies that enable us to systematically investigate key features of classroom teaching across subjects, grades, and learning environments. DA - 2023/01/02/ PY - 2023 DO - 10.1080/00220272.2023.2172360 DP - DOI.org (Crossref) VL - 55 IS - 1 SP - 49 EP - 62 J2 - Journal of Curriculum Studies LA - en SN - 0022-0272, 1366-5839 ST - Classroom observation as a means of understanding teaching quality UR - https://www.tandfonline.com/doi/full/10.1080/00220272.2023.2172360 Y2 - 2023/11/20/10:12:56 ER - TY - JOUR TI - Kielentäminen matematiikan ja äidinkielen opetuksen kehittämisessä AU - Joutsenlahti, Jorma AU - Kulju, Pirjo DA - 2015/// PY - 2015 DP - trepo.tuni.fi LA - fi UR - https://trepo.tuni.fi/handle/10024/98022 Y2 - 2022/11/07/20:08:36 L1 - https://trepo.tuni.fi/bitstream/10024/98022/1/kielentaminen_matematiikan_ja_aidinkielen_2015.pdf L2 - https://trepo.tuni.fi/handle/10024/98022 ER - TY - JOUR TI - Enablers and obstacles in teaching and learning of mathematics AU - Kayan Fadlelmula, Fatma T2 - LUMAT: International Journal on Math, Science and Technology Education DA - 2022/// PY - 2022 DO - 10.31129/LUMAT.10.2.1627 VL - 10 IS - 2 SP - 33 EP - 55 L1 - https://journals.helsinki.fi/lumat/article/download/1627/1680 KW - mathematics education ER - TY - CHAP TI - Understanding learning AU - Stewart, Martyn T2 - University Teaching in Focus A2 - Hunt, Lynne A2 - Chalmers, Denise DA - 2021/05/19/ PY - 2021 DP - DOI.org (Crossref) ET - 2 SP - 3 EP - 28 LA - en PB - Routledge SN - 978-1-003-00833-0 ST - Understanding learning UR - https://www.taylorfrancis.com/books/9781000394986/chapters/10.4324/9781003008330-2 Y2 - 2025/01/06/11:02:26 ER - TY - RPRT TI - Matematiikan ja äidinkielen taidot kuudennen luokan lopussa (1) AU - Ukkola, Annette AU - Suomilammi, Matti AU - Silverström, Chris AU - Metsämuuronen, Jari AU - Marjanen, Jukka AB - In the spring of 2024, FINEEC assessed the competence of sixth graders in mathematics and mother tongue and literature. The purpose of the evaluation was to produce national information on pupils’ skills in the transition phase of the curriculum between grades six and seven in basic education. The same students’ skills have also been assessed in grades one and three of the longitudinal evaluation. Skills are later followed up in year nine. This report details the preliminary results of the sixth-grade assessment, based on the pupil data. The nationwide sample of the assessment consisted of a total of 8,533 pupils from 266 schools. Of these pupils, 7,447 were Finnish-speaking and 1086 were Swedish-speaking. The sample included 569 of the pupils studying Finnish or Swedish as a second language. Pupils completed digital tasks that tested their knowledge of the school’s language of instruction. The participating pupils’ competence was consistent across different parts of the country. Differences in competence between the areas of Regional State Administrative Agencies were small. However, there were differences within areas. Achievement was slightly better in cities than in urban and rural municipalities. Pupils in Finnish- and Swedish-speaking schools were at the same level in mathematics. In mother tongue and literature, pupils in Finnish-speaking schools were clearly more proficient than pupils in Swedish--speaking schools. The competence level of pupils studying Finnish or Swedish as a second language (L2) was clearly lower than that of other pupils. However, the differences in proficiency between individuals were large in all groups of pupils. In mathematics, girls and boys were still at the same level of knowledge. Boys enjoyed mathematics and were more confident in their mathematics skills than girls. Girls felt that the subject of mathematics is quite useful and boys that it is somewhat useful. In mathematics, pupils reached the objectives of the curricula well. Thirty-three percent of pupils reached the level of good knowledge or higher. The grades given by teachers corresponded well to the skills shown by pupils in the assessment. In the mother tongue, girls’ skills were clearly better than boys’. In addition, participants in Finnish-speaking schools achieved clearly better results than participants in Swedish-speaking schools. The curriculum objectives for mother tongue and literature were achieved satisfactorily in the Finnish and literature or Swedish and literature syllabus. Eighty-one per cent of pupils remained at a level corresponding to grades 5–7, but a large proportion of pupils were close to grade 7 or 9 slightly higher. Only 16 percent of pupils reached a good level of knowledge. Nevertheless, 81 percent of girls and 58 percent of boys achieved grades 8–10 on their school year report. In the Finnish and Swedish as a second language (L2) syllabus, there was considerable variation in both pupils’ backgrounds and their skills. Almost one in four pupils scored at the national average level in their mother tongue. On the other hand, almost half of the pupils (46%) belonged to the weakest fifth. For second languages, separate criteria have been developed for different grades. A comparison with these criteria showed that more than half of the pupils (52%) reached at least a good level (grade 8). The differences between schools at the end of grade 6 were at the same level as the differences between schools at the beginning of grade 3. However, differences between schools remained moderate compared to the international level. DA - 2025/// PY - 2025 PB - Finnish Education Evaluation Centre (FINEEC) UR - https://www.karvi.fi/sites/default/files/sites/default/files/documents/KARVI_0125.pdf ER - TY - JOUR TI - Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project AU - Cai, Jinfa AU - Hwang, Stephen T2 - ZDM Mathematics Education AB - Problem posing, the process of formulating problems based on a given situation, is an essential practice in mathematics and other disciplines. Although this is acknowledged in policy documents, problem posing is neither substantively nor consistently included in the school mathematics curriculum. In this paper, we first comment on the state of problem posing in school mathematics and discuss three recommendations to improve its integration into curriculum materials and classroom practice. These recommendations present a low barrier to entry for teachers and students and require only minor changes to common mathematics classroom activities and curriculum materials. Based on the three recommendations, as well as the features of effective teacher professional development, a program was created to investigate longitudinally the impact of problem-posing professional development on teachers’ conceptions of problem posing and their design of lessons to teach mathematics using problem posing, as well as on students’ learning. Initial findings are presented, including the significant changes in teachers’ conceptions of problem posing and teachers’ design of lessons to teach mathematics using problem posing, as well as the impact on students’ learning. DA - 2021/11// PY - 2021 DO - 10.1007/s11858-021-01252-3 DP - DOI.org (Crossref) VL - 53 IS - 6 SP - 1403 EP - 1416 J2 - ZDM Mathematics Education LA - en SN - 1863-9690, 1863-9704 ST - Teachers as redesigners of curriculum to teach mathematics through problem posing UR - https://link.springer.com/10.1007/s11858-021-01252-3 Y2 - 2025/02/21/07:11:47 ER - TY - JOUR TI - Subject-specific characteristics of instructional quality in mathematics education AU - Schlesinger, Lena AU - Jentsch, Armin AU - Kaiser, Gabriele AU - König, Johannes AU - Blömeke, Sigrid T2 - ZDM Mathematics Education AB - Instructional research in German-speaking countries has conceptualized teaching quality recently according to three generic dimensions, namely, classroom management, student support and cognitive activation. However, as these dimensions are mainly regarded as generic, subject-specific aspects of mathematics instruction, e.g., the mathematical depth of argumentation or the adequacy of concept introductions, are not covered in depth. Therefore, a new instrument for the analysis of instructional quality was developed, which extended this three-dimensional framework by relevant subject-specific aspects of instructional quality. In this paper, the newly developed observational protocol is applied to three videotaped mathematics lessons from the NCTE video library of Harvard University to explore strengths and weaknesses of this instrument, and to examine in more detail how the instrument works in practice. Therefore, we used a mixed-methods design to extend the quantitative observer ratings, which enable high inference, by methods from qualitative content analysis. The results suggest the conclusion that the framework differentiates well between the lessons under a subject-specific perspective. DA - 2018/06// PY - 2018 DO - 10.1007/s11858-018-0917-5 DP - DOI.org (Crossref) VL - 50 IS - 3 SP - 475 EP - 490 J2 - ZDM Mathematics Education LA - en SN - 1863-9690, 1863-9704 Y2 - 2024/10/12/19:48:47 ER - TY - JOUR TI - Anxiety and self-confidence toward mathematics in preservice primary education teachers. AU - Sánchez Mendías, Javier AU - Segovia Alex, Isidoro AU - Miñán Espigares, Antonio T2 - Electronic Journal of Research in Educational Psychology AB - Introduction The possible presence of negative attitudes towards mathematics in preservice primary education teachers is a matter of concern if we consider that such attitudes will affect their university education and will have an impact on their future teaching practice. Method. Anxiety and self-confidence towards mathematics, as dimensions of attitude, are analyzed using a descriptive and correlational method. The study sample contained 488 preservice teachers enrolled in the first year of the Primary Education Degree at the University of Granada. Results. The preservice teachers had a mean anxiety level of 2.76 and self-confidence level of 3.32, out of a possible 5. In addition, the data reflect a high, significant, negative correlation between these two attitudinal dimensions. Discussion and conclusions. The levels of anxiety and self-confidence obtained are inadequate for proper formation in mathematics. We underscore a need to implement training actions designed to improve confidence and reduce anxiety towards mathematics in this population. (English) [ABSTRACT FROM AUTHOR] DA - 2020/// PY - 2020 VL - 18 IS - 51 SP - 127 EP - 152 SN - 16962095 AN - rayyan-389099430 Y2 - 0005/01/01/ KW - Mathematics KW - Anxiety KW - attitudes KW - mathematics KW - Teacher education KW - Mathematics education (Primary) KW - Teacher educators KW - Beginning teachers KW - Self-confidence KW - anxiety KW - actitudes KW - ansiedad KW - autoconfianza KW - formación del profesorado KW - matemáticas KW - Queuing theory KW - self-confidence KW - teacher training KW - Universidad de Granada ER - TY - JOUR TI - Languaging and conceptual understanding in engineering mathematics AU - Rinneheimo, Kirsi-Maria AU - Suhonen, Sami T2 - LUMAT: International Journal on Math, Science and Technology Education AB - The ability to apply mathematical concepts and procedures in relevant contexts in engineering subjects sets the fundamental basis for the mathematics competencies in engineering education. Among the plethora of digital techniques and tools arises a question: Do the students gain a deep and conceptual enough understanding of mathematics that they are able to apply mathematical concepts in engineering studies? This paper introduces the use of languaging exercises in the engineering mathematics course ‘Differential Calculus’ during the spring semester 2020, at Tampere University of Applied Sciences, TAMK. In this study, the students’ conceptual understanding and learning of differential calculus is researched. In the learning process, the languaging method is used to deepen the conceptual understanding of the concepts of differential calculus. Pre-test/post-test setup was used to see the possible gain in conceptual understanding. During the course, students did online assignments, which included languaging exercises. Students described the concepts of differential calculus using natural language, pictures, or a combination of them. The students were also asked to fill in a self-evaluation form to collect their perception of their own knowledge of mathematical skills. Mid-term and final exams summarized the acquired knowledge. The study aimed to enhance the learning outcomes and to gain a deeper understanding of mathematical concepts by exploiting the languaging method. DA - 2022/// PY - 2022 DO - 10.31129/LUMAT.10.2.1729 VL - 10 IS - 2 KW - conceptual understanding ER - TY - RPRT TI - Results from PISA 2022 AU - Ministry of Education and Culture DA - 2023/// PY - 2023 UR - https://okm.fi/en/pisa-2022-en ER - TY - JOUR TI - A systematic review of primary school class teachers views of mathematics teaching and learning AU - Kim, Eunji AU - Mallat, Eetu AU - Joutsenlahti, Jorma T2 - LUMAT: International Journal on Math, Science and Technology Education AB - The current study aimed (1) to analyse teachers’ view profiles from positive to negative based on the analysis of influencing factors and (2) to investigate the most studied concepts and methods in this context. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines, we conducted a comprehensive review of 25 peer-reviewed articles published between January 2010 and December 2022. Our findings show a landscape in which concepts related to mathematics teaching and learning often intersect with other domains. Nevertheless, a distinction exists in the definition of the fundamental concept, with limited attention given to mathematics learning and the role of students in contrast to the focus on mathematics teaching and the role of teachers. Our research highlights the necessity of thorough exploration of the dynamic factors that influence these views and their associated outcomes, categorised as (A) mutual consistency, (B) weak consistency, and (C) inconsistency, each providing distinct implications for support needs. Additionally, from an ontological perspective on affect, many studies overlook the notion of 'view' as a state or trait characteristic, potentially leading to inappropriate method selection. Therefore, we propose recommendations for future research, advocating for methodological precision, expanded object exploration, dynamic profiling, and the inclusion of diverse teacher categories. DA - 2023/10/31/ PY - 2023 DO - 10.31129/LUMAT.11.2.2055 DP - DOI.org (Crossref) VL - 11 IS - 2 J2 - LUMAT SN - 2323-7112 UR - https://journals.helsinki.fi/lumat/article/view/2055 Y2 - 2023/11/01/09:25:45 ER - TY - CHAP TI - Affect in mathematics education AU - Hannula, Markku S. T2 - Encyclopedia of mathematics education A2 - Lerman, Stephen CY - Cham DA - 2020/// PY - 2020 DP - DOI.org (Crossref) ET - 2nd SP - 32 EP - 36 LA - en PB - Springer SN - 978-3-030-15788-3 978-3-030-15789-0 UR - https://doi.org/10.1007/978-3-030-15789-0_174 Y2 - 2024/07/01/14:02:42 ER - TY - CHAP TI - Academic literacy supporting sustainability for mathematics education—A case: Collaborative working as a meaning making for '2/3'? AU - Perkkilä, Päivi AU - Joutsenlahti, Jorma T2 - Transitioning to Quality Education A2 - Jeronen, Eila DA - 2021/08/13/ PY - 2021 DP - DOI.org (Crossref) VL - 41 SP - 163 EP - 188 LA - en PB - MDPI SN - https://doi.org/10.3390/books978-3-03897-893-0 ST - Academic Literacy Supporting Sustainability for Mathematics Education—A Case UR - https://doi.org/10.3390/books978-3-03897-893-0-8 Y2 - 2022/12/29/14:54:16 ER - TY - BOOK TI - Case study research and applications : design and methods AU - Yin, Robert K. DA - 2018/// PY - 2018 DP - Google Scholar ET - 6 PB - Sage Y2 - 2025/08/07/08:21:23 ER - TY - RPRT TI - Teachers and principals in Finland 2019 [Brochure] AU - Finnish National Agency for Education (EDUFI) AB - The brochure provides a statistical overview of the Finnish teachers and principals in pre-primary education, basic education, general upper secondary education, vocational education and training as well as liberal adult education. It is based on the results of a national data collection on teachers carried out in 2019. The brochure looks among other things at admissions to teacher education, teachers’ and principals’ qualifications, their age and gender distribution and participation in continuing training. DA - 2021/// PY - 2021 PB - Finnish National Agency for Education UR - https://www.oph.fi/sites/default/files/documents/teachers_and_principals_in_finland_2019.pdf ER - TY - CONF TI - Languaging effects on pre-service class teachers’ mathematical beliefs and attitudes [Conference presentation] AU - Kim, Eunji T2 - Matematiikan ja luonnontieteiden opetuksen tutkimuspäivät 2024 C1 - University of Eastern Finland, Joensuu, Finland DA - 2024/10/31/ PY - 2024 ER -