Browsing by Subject "Matematiikka"
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(2023)Finnish elementary students’ mathematics performance is well above average in international comparison, but research shows that it is declining. Also, students’ motivation is not as strong as could be expected according to their performance. We used the person-centred approach to investigate Finnish third-, fourth-, and fifth-grade students’ mathematics motivation profiles. In addition, we explored differences between the motivation profiles regarding students’ mathematics identity, performance, and their parents’ mathematics-related attitudes Participants were 304 Southern Finnish third-, fourth-, and fifth-grade students from five separate schools and their parents/guardians (N=241). The surveys were conducted during spring of 2021 in the pilot stage of an international research project focusing on students’ mathematical motivation. Analysis was conducted with Mplus. Motivation profiles were derived by a latent profile analysis (LPA), additional analysis used bch and r3step methods and crosstabulation (spss). Analysis revealed three distinct types of math-related motivation profiles: highly motivated, non motivated and indifferent. Further investigation of the profiles showed that students’ higher mathematics identity is represented strongly in highly motivated group, as are students’ mathematics performance scores. Parents’ self-reported perceived low mathematics competence is highly represented in those students belonging to the non motivated profile. The article: ” Examining motivation profile differences across students' mathematics identity, performance, and parents’ attitudes” is planned to be published in the LUMAT-journal.
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Luokanopettajien käsityksiä ymmärtävän oppimisen tukemisesta alakoulun matematiikan opetuksessa (2021)Objectives. The objective of this pro gradu thesis is to survey what class teachers think about the sup- port of and factors related to learning mathematics with understanding. One of the most important goals of the teaching of mathematics, according to both research into the teaching of mathematics and the curriculum for mathematics, is to support pupils in their development of mathematical understan- ding. According to studies this goal has not yet been attained, as mathematics teaching more often supports procedural knowledge than learning mathematics with understanding. In this study I set out to find out what are the things class teachers consider important for the success in teaching mathema- tics with understanding. This study aims at collecting information about the areas we should pay at- tention to in the teaching of mathematics, in its research and in teacher training to make it possible to achieve the goal of teaching that supports mathematical understanding. Methods. The material of the study consists of thematic interviews with six class teachers who are interested or specialized in mathematics. The material was analyzed by means of a qualitative content analysis. I made use of the Atlas.ti software that is intended for qualitative data analysis. In my ana- lysis I raised two themes that my results are based on. Results and conclusions. What class teachers conceived of as supporting learning with understanding was related either with the teaching-learning process or the teacher. Supporting mathematical unders- tanding seemed to form a process that starts with the orientation into a new subject as well as the use of concrete models, after which the new subject matter is being rehearsed with the help of, for example, textbook exercises. The development of mathematical network of knowledge and the skill to apply mathematics were seen as a consequence of understanding. Hearing and speaking mathema- tical language was thought to support mathematical understanding throughout the process. For lear- ning with understanding to succeed it is furthermore important that the teachers themselves know and understand mathematics and plan the teaching of mathematics carefully. It appears that success in the teaching of mathematics that supports learning with understanding depends on whether the teachers have sufficient knowledge and skills to plan and carry out such teaching.
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(2021)There is still little research on digital learning materials, which is why more research is needed. Researching digital learning materials provides information on the quality of learning materials. It is also important to have information on how teachers perceive the digital learning material they use. This study examines teachers’ experiences of using the digital material in the Milli -series in their teaching and the digital features of the Milli -book series based on the features of good digital learning material compiled by researchers. Previous research shows that teachers use digital learning materials in their teaching at least occasionally, but that their use is limited in particular by the availability of equipment. Researchers believe that the best learning outcomes are achieved by using both printed and digital learning materials in teaching. In this study, “Digiopetusmateriaali”, “Millin digikoulu”, and Milli’s Bingel assignments were examined from the Milli -series. The analysis was carried out with a theory-based content analysis and the theoretical basis was the criteria presented by the researchers for good digital learning mate-rial. They are structure, motivation, and community. Teachers’ experiences of the Milli -series were surveyed with a questionnaire that was answered by 35 teachers. The material of the questionnaire was collected on Facebook in “Alakoulun aarreaitta” and “kolmos-nelosten opet” groups in the autumn of 2021. The material of the questionnaire was analysed by data-driven content analysis. The digital materials in the Milli -series contained features highly recommended by the researchers. The feature least used by the learning materials was communality but in some of the materials the choice was made consciously. There are a lot of motivating features in the materials, both through videos and playfulness. The Milli -series meets the criteria for very good digital learning material. Teachers taught the Milli -series using a variety of different content, utilising both printed and digital materials. Geometry received the most mentions of the contents. Teachers used printed teacher material to plan the lesson and digital teaching material instead to illustrate the teaching during the lesson. Teachers use a variety of digital and printed teaching materials when teaching different topics.
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(2020)Tiivistelmä - Referat – Abstract The goal of this master’s thesis is to research and compare the perceptions of and beliefs about mathematics of Finnish third grade comprehensive school pupils studying with the Varga–Neményi method and the control group, which in this study consists of pupils not studying with the Varga–Neményi method. The inspirer of this thesis is the dissertation of Pirjo Tikkanen (2008) which, in addition to other previous studies (e.g. Kivovicsné Horváth, 2010), has shown that pupils studying with the Varga–Neményi method perceive mathematics as more co-operative than pupils in control groups do. This study provides additional information on the possible differences between perceptions and beliefs of mathematics of pupils studying with different methods. The research material of the Varga–Neményi pupils was gathered during the spring of 2020. The material of the control group was in turn gathered in 2009 and was received from the University of Helsinki. The study studied 13 different third grade classes in the Helsinki metropolitan area and included a total of 170 pupils, 40 of which were studying with the Varga–Neményi method. Each participant drew a drawing of their mathematics lesson and some wrote a brief description of it. The drawings were analyzed using a similar drawing analysis method as Tikkanen (2008). The perceptions and beliefs were first analyzed group-wide and later compared between the groups. The drawing analysis was aided by the pupils’ writings. The differences between the two groups in the study turned out to be small, and the most predominant methods represented in the drawings were teacher-directed and individual work. According to the holistic evaluation the pupils’ perceptions were mainly neutral in the Varga–Neményi group and positive in the control group.
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