Browsing by Author "Junttila, Joonas"

The purpose of this qualitative study was to examine the reasons behind the variations in interest in mathematics among individuals aged 23 to 37 between the early stages of their educational path and adulthood. The individual experience of interest in mathematics varied positively or negatively at different stages of their educational path and into adulthood. Mathematics may seem disconnected, abstract, and sometimes even perceived as unnecessary by many students, lacking practical relevance and clarity. The premise for the study was the desire to explore what kinds of improvements, support, or reductions could enable more students to experience positive feelings and the joy of insight related to mathematics. In other words: how to make mathematics more accessible? This study aimed to provide answers, based on Renninger and Hidi's (2016) four-phase model of interest, to the question: "What are the reasons behind the variations in interest in mathematics between the beginning of the educational path and adulthood?" Seventeen individuals aged 23 to 37, who had completed at least either upper secondary school or vocational school education in addition to comprehensive school, participated in the study, of which 8 were males and 9 females. Among the participants, 11 had completed upper secondary school, 8 had completed vocational school, and 3 had completed both degrees. Neither parent of five interviewees was an upper secondary school graduate, both parents of seven interviewees were upper secondary school graduates, and one parent of five interviewees was an upper secondary graduate. Two respondents had a university of applied sciences degree, and eight respondents were university students. Answers to the research questions were sought from the experiences of the study subjects regarding mathematics. The interviews were conducted and recorded remotely using the Zoom application. Based on the interviews, positive and negative experiences related to mathematics between the early stages of their educational path and adulthood were identified among the participants. The data analysis utilized an initial data-driven approach followed by abductive content analysis. Based on the research findings, the factors that most influenced interest in mathematics were, in order of prevalence: (1 & 2) motivational factors and attitude, (3) student competence and knowledge, (4) teacher behavior, (5) mathematics content, (6) beliefs about mathematics, (7) support networks, (8) learning environment, (9) teaching, and (10) assessment and assessment methods. The most common links between these concepts were the level of competence and knowledge, beliefs, emotions, self-efficacy, and support networks. By focusing particularly on these major connecting links, maximum benefit could be obtained in terms of making mathematics more accessible. Regarding these connections, the data also highlighted the clearest differences between genders and among groups based on parental upper secondary school educational backgrounds.