Browsing by Subject "2. luokka"

Objectives. The aim of this study was to investigate primary school 2nd grade math teacher's guides as well as class teachers, for the learning support features in multiplication. The related research problems are following: How the teacher's guides for the mathematics support students of 2nd grade in learning of the multiplication? How the selected 2nd grade class teachers support the learning features in their multiplication lessons? Methods. This study is divided into two parts. The first part is a qualitative study of 2nd grade math teacher's guides, where three different book series (Matikka 2, Open Kymppi 2 and Tuhattaituri 2) were studied based on the theory-driven content analysis. The exercises from the book series were divided into several studied features: the steps of the arithmetic concept formation, understanding the calculation procedure with whole numbers, sequence skills, Bruner's learning theory and Fuson's language of mathematics. All the features were analyzed with Bereday's comparative analysis. The second part is a case study, where three independent 2nd grade class teachers were studied with the method of stimulated recall. All the teachers were monitored and videotaped during one multiplication lesson and interviewed afterwards about the teaching of multiplication in general and based on the videotaped lecture. The interviews were analyzed with thematic analysis. The results and conclusions. The math teacher's guide Matikka 2 emphasizes the connection between addition and multiplication as well as the learning period during the stage of concrete strategies. Sequence skills were supported the most in the Open Kymppi 2 guide, which had many exercises emphasizing mechanical repetition. On the other hand, the three stages of representation and mathematic languages were less supported in Open Kymppi 2 than in the other guides. The exercises in the Tuhattaituri 2 supported the learning features of the multiplication fairly evenly, although some of the exercises repeated themselves. Numbers 0 and 1 were less supported in Tuhattaituri 2 than in the other guides. All guides supported mental strategies, enactive stage of representation and mathematic languages quite poorly. In the second part of the study, during the multiplication lessons the teachers took well into account the stages of concrete strategies and automated concept formation. On the other hand, the stage of mental strategies did not show up in the results, only when asked separately. In addition, the use of the teacher's guides in the planning of the multiplication lessons was not significant for the studied teachers. Although the lessons supported the learning experience of multiplication quite versatilely, the studied teachers mentioned only some of the supported features in the learning of multiplication.