Browsing by Subject "mathematics"

Homework is a part of the day-to-day activities in most schools. The use and benefits of homework is undergoing debate. Existing research in the field is limited and sometimes conflicting. The Finnish curriculum does not require homework to be used in teaching. Thus, it is the teacher who decides if, how and what kind of homework the pupils shall be assigned. Mathematics is a subject where homework is commonly used. It is therefore relevant to study how teachers think about homework within this particular subject and how the homework in use relates to the (social)constructivist view on learning that the current curriculum is largely based on. The aim of this study was to examine what kind of homework in mathematics primary school teachers assign and how they argue either in favor of or against homework in mathematics education. Focus was on effects that develop mathematics performance. In addition, the teachers’ views on the importance of parental involvement relating to homework in mathematics was studied. A questionnaire was sent to primary school teachers in three Swedish-speaking schools in the metropolitan area of Finland. The questionnaire included both multiple-choice and open-ended questions. 19 teachers responded. Both quantitative and qualitative data analysis was performed. A deductive methodological approach was applied. The study showed that the teachers view learning in a social-constructive manner. The type of homework assigned does not, however, reflect this. Focus is on repetitive mechanical assignments to be performed individually. For instance, assignments including problem-solving are in limited use, although many believe that such assignments, along with repetitive ones, support learning in mathematics. Homework that these teachers assign does not to any large extent require being done outside of school. This leads to the relevant question whether homework is used due to the insufficiency of time in school. Most of the teachers argued for the use of homework in mathematics by reference to the importance of repetition. A majority viewed parental involvement as important. Despite the fact that the curriculum stresses equality, only three respondents reflected upon the risk that parental involvement might lead to inequality. Homework club at school was most commonly viewed as the remedy against the absence of support at home. Most teachers showed an unproblematic attitude towards the use of homework in mathematics education.

Objectives. Mindset has been found to have a significant relationship with academic performance, which has been hypothesised to be based on the relationship between mindset and differential reactions to errors. The literature exploring the relationship between the mindset, which is conceptualised as a continuum between the extremes of growth-oriented mindset and conceptions of fixed ability, and the processing of errors has, however, been scarce. The aim of the present study was to examine the relationship between mathematical mindset and error-related positivity (Pe), which is among the most investigated event-related potentials linked to errors in electroencephalography (EEG) studies. The growth mindset was hypothesised to be related to enhanced Pe as well as to more accurate task performance. Furthermore, Pe was not expected to be related to behavioural adaptations related to errors, such as post-error slowing (PES). Methods. The sample consisted of 97 children in the third grade. The children participated in an EEG experiment, during which they performed a task involving challenging mathematical calculations. From the experiment, both data on Pe amplitudes and the task performance of the participants was used. The children also completed a questionnaire to assess their mathematical growth mindset. After examining the reliability and validity of the mindset instrument, the relationship between Pe, mathematical mindset and task performance was explored using linear mixed models. Results. Mathematical growth mindset was significantly related to enhanced early Pe amplitudes, and this relationship was stronger with increased task accuracy. Late Pe did not have a significant correlation with mindset, but enhanced late Pe amplitudes were observed with increased task accuracy. In behavioural data, a significant PES effect was observed indicating slower responding following errors. This PES effect had a trend-level association with higher endorsement of mathematical growth mindset and early Pe. Conclusions. The enhanced early Pe amplitudes associated with growth mindset may suggest that growth mindset is associated with more efficient information processing resulting in higher response conflict after a participant’s representation of the correct response is shifted after their erroneous response. This may also explain the trend-level association between growth mindset, early Pe and PES. Strong conclusions cannot be made regarding late Pe, as the peak of the component might not have been captured in the analysis time frame.

In this study the researcher wanted to show the observed connection of mathematics and textile work. To carry this out the researcher designed a textbook by herself for the upper secondary school in Tietoteollisuuden Naiset - TiNA project at Helsinki University of Technology (URL:http://tina.tkk.fi/). The assignments were designed as additional teaching material to enhance and reinforce female students confidence in mathematics and in the management of their textile work. The research strategy applied action research, out of which two cycles two have been carried out. The first cycle consists of establishing the textbook and in the second cycle its usability is investigated. The third cycle is not included in this report. In the second cycle of the action research the data was collected from 15 teachers, five textile teachers, four mathematics teachers and six teachers of both subjects. They all got familiar with the textbook assignments and answered a questionnaire on the basis of their own teaching experience. The questionnaire was established by applying the theories of usability and teaching material assessment study. The data consisted of qualitative and quantitative information, which was analysed by content analysis with computer assisted table program to either qualitative or statistical description. According to the research results, the textbook assignments seamed to be applied better to mathematics lessons than textile work. The assignments pointed out, however, the clear interconnectedness of textile work and mathematics. Most of the assignments could be applied as such or as applications in the upper secondary school textile work and mathematics lessons. The textbook assignments were also applicable in different stages of the teaching process, e.g. as introduction, repetition or to support individual work or as group projects. In principle the textbook assignments were in well placed and designed in the correct level of difficulty. Negative findings concerned some too difficult assignments, lack of pupil motivation and unfamiliar form of task for the teacher. More clarity for some assignments was wished for and there was especially expressed a need for easy tasks and assignments in geometry. Assignments leading to the independent thinking of the pupil were additionally asked for. Two important improvements concerning the textbook attainability would be to get the assignments in html format over the Internet and to add a handicraft reference book.