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Browsing by Author "Kuokkanen, Päivi"

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  • Lukukäsitteen opettaminen 1. luokan opettajan oppaissa : kolmen oppikirjasarjan vertailua 
    Kuokkanen, Päivi (2016)
    Number sense lays the foundation for learning math, and it enables understanding numbers, learning mathematical concepts and skills and development of the strategies needed in solving mathematical problems. The different sections of number sense are the key contents to learn in the 1st grade according to the Core curriculum for basic education (2014). According to previous studies it is vital that child is guided to focus on numerosity. It has also been studied that the majority of Finnish teachers follow the instructions of a teacher's book when teaching math, which gives a clear message that it is important to analyse teacher's books. Mathematical conception should be diverse and create understanding of number sense by using concrete materials, pictures, speech and symbols and connecting math to the context of a child's everyday life. The goal of this thesis is to study how number sense is taught in three 1st grade math textbook series and to analyse how the conception happens in the teacher's books. As the data of this study I used 1st grade teacher's books meant for teaching mathematics called Open Kymppi 1, Tuhattaituri 1 and Opettajan tienviitta that is based on the Varga–Neményi method. All of these series cover the first school year. I studied the books for the whole school year and analysed the data with qualitative content analysis according to categories based on the theoretical framework of the study. I also made a comparison of the different textbook series. The various sections of number sense were taught in all of the teacher's books, but in slightly differing ways and with different emphasis. Counting skills were practised a lot in the teacher's books. Tuhattaituri and Opettajan tienviitta also emphasized learning the decompositions of numbers 1–10. Tienviitta was different from the other books: it trains the focusing on numbers more and the learning of number sense starts of without using numerals. Ordinal numbers were not taught in Open Kymppi. All books deemed concrete and active ways of learning the concept as important. Tuhattaituri and Opettajan tienviitta include plenty of active and playful exercises and conceptualization with concrete material representations. Open Kymppi did not reach to other books level on this.
  • Onnellisena loppuun asti : lapset kertovat hyvinvoinnista sadutetuissa saduissaan 
    Kuokkanen, Päivi (2012)
    The aim of the study The aim of this interdisciplinary and qualitative study was to investigate the themes of subjective well-being (SWB; Ojanen 2002, 2006; Diener 2006) in the stories told by 7-10 year old Finnish children. The purpose was to give these children the possibility to participate in the research and discussions of well-being in their own way. Children were presumed to tell about their concerns with the method of story crafting: they were allowed to tell spontaneously with their own words without any questions from adults (Karlsson 2005). In this study it was at first examined what adults tell about themes of subjective well-being, SWB. Then the main interest was directed at children's themes of SWB in their own stories. Happiness was supposed to be one part of SWB. How was happiness connected to SWB-themes in children's stories? Approach of this study differs from earlier childhood studies by using the principles of the new child perspective research (Karlsson and Karimäki 2012). This study is a part of the project "Children tell of their well-being - who listens?" (TelLis, project number 1134911) led by adjunct professor Liisa Karlsson. It is a part of consortium, TelLis Project 2010-2013 (Syrjälä, Estola, Karlsson and Puroila, 2010). The Academy of Finland funds the TelLis -project as part of the Research Programme on the health and welfare of children and young people (SKIDI-KIDS). Storycrafting method and analyzing methods I ordered the narrative data of 418 stories from Finnish Social Science data archive. These tales were told and collected between 1995 - 2005. The themes of SWB were collected by content, form and categorical analysis. I used dimensions of Erik Allardt's welfare theory (1974, 1975) and its results of subjective well-being for study. I also added the dimension of Belonging developed by Kiili (2006). Conclusions The major finding of the study was that of the theme motivated, uncompelled and playful action doing and feeling safety (Having). Playing, as the most important part of many kinds of actions, combined all dimensions of well-being. The enjoyable action happened in the wild. Nature was seen also as a friend. Returning home, caring and helping, being and acting together at home or near home (loving) meant well-being. Also friendship, like playing with the best friend, and partnership were themes of Loving. Belonging into peers' groups was very important for subjective well-being, and left out caused ill-being. The previous themes were connected with happiness. However, these and many other different, interesting and surprising themes of SWB were told without mentioning happiness. Satisfied main characters were able to be themselves and be loved without feeling hard demands from others (being). Satisfying basic needs was a sufficient condition to well-being. The girls told more often than boys about the theme of rest, going to bed. Material conditions (Having) enabled SWB of other dimensions.

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