Browsing by Author "Vilska, Erika"

In this thesis mathematical thinking is considered as gradually developing and progressive processing of information. Expressing mathematical thinking has to be taught according to the national core curriculum of basic education. The object of this research was to find out class teachers conceptions of it. In this research significance of expressing mathematical thinking to class teacher as well as methods to teach and evaluate it both orally and in writing by languaging, drawing and using concrete instruments, are analysed. A qualitative case study research was conducted by interviewing four class teachers specialised in mathematics. One of those teachers uses Varga-Neményi –method. Semi-structured interview was used as interviewing method because it makes an open discussion on the themes of the research possible. The three main themes were meaning of expression of mathematical thinking, teaching expression of mathematical thinking and evaluation of expression of mathematical thinking. Transcripted material was analysed using methods of theory bound content analysis to classify class teachers' methods to teach and evaluate different forms to express mathematical thinking, and significance of those forms to teachers. According to research class teachers specialised in mathematics took expression of mathematical thinking into account during every mathematics lesson. Significance of oral expression was emphasized because it was observed also to be part of other media. Group and pair works as well as utilising functional methods were appreciated as most significant teaching methods. Portfolio work and creation of mathematics stories were other concrete teaching methods that turned up during the research. Evaluation of mathematical thinking was found very challenging. Evaluation was based on oral expression of the pupil during classes along with comparison of written exercises made during the school year. According to my conclusion, teaching of expression of mathematical thinking has to be diverse and a significant, natural and continuing part of a class teachers teaching methodology. Then a pupil would express his/her mathematical thinking more easily and it becomes a natural part of his/her studying.