Browsing by Subject "käänteinen oppiminen"

The attitudes towards mathematics grow more and more negative in Finnish children as their studies progress. The attitudes towards mathematics are negative even as compared with attitudes towards mathematics worldwide. The quality of teaching has proven to have an impact on the attitude of students. Flipped learning aims to humanize and individualize the learning process so that the teacher is rather a supporter in the learning process than an information provider. This thesis aims to define the factors influencing the attitudes towards mathematics and explore the components forming these attitudes. In addition, this thesis examines the definition of flipped learning and the ways it can be applied to teaching of mathematics. Additional aim is to gather useful professional information to benefit the future work as a teacher. This thesis is a descriptive literature review formed in Spring 2019. The material was gathered using Helsinki University Library, Helmet Library, Finna Database, ResearchGate Database and Google. The literature was selected on the basis of their relevance in the field of mathematics and educational sciences. This literature review indicates that the attitudes towards mathematics consist of i. a. beliefs, emotions and motivation. They are influenced by the experiences, learning environment and background of the learner. Flipped learning is a learning ideology emphasizing learning at one’s own pace, self-guidance and communal learning. In the context of teaching mathematics, it can be applied for example in the form of using digital devices and encouraging communality in the class room.