Browsing by Subject "attityd"
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(2024)The aim of this study is to explore class teachers’ perceptions of students´ attitudes towards mathematics and how class teachers can promote students´ positive attitudes towards mathematics. The aim is also to examine how class teachers work to support students´ self-efficacy in mathematics. The study focuses on teachers´ perceptions of students´ attitudes towards mathematics in grades 3-6. Mathematics are closely linked to students´ everyday lives. Once a student has created a negative image of mathematics, it can be difficult for them to change it. Therefore, it is extremely important that class teachers create successful learning opportunities for everyone to prevent the formation of a negative math image in students. The study was conducted in the form of a qualitative interview study. Six (6) class teachers from a Swedish-speaking primary school in Finland participated in the study. The material was collected by means of semi-structured interviews. The interviews were audio-recorded and transcribed and then analyzed using thematic analysis. The results showed that students who find mathematics easy usually have a positive attitude towards the subject and students who find mathematics difficult or burdensome usually have a more negative attitude towards mathematics. Learning difficulties do not always have to be linked to a negative attitude and those with a negative attitude do not always perform poorly in math. Many other factors than achievements are related to students´ attitudes to mathematics. Teachers can influence students’ attitudes through their own attitudes and by choices of materials and teaching methods. Students´ own attitudes, classmates and parents can also influence pupils´ attitudes towards mathematics. Teachers can promote students´ positive attitudes towards mathematics and support students´self-efficacy by showing interest in the subject, providing level-appropriate teaching with sufficient challenges and successes together with a good classroom atmosphere and diverse teaching.
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(2021)Purpose. Equality is seen as the value that is the basis for inclusive school. Inclusive school can be seen as meaning each individual student's participation in their own local school community regardless of any challenges. More and more schools are working towards the goal of creating a common school for all students and thus inclusion is a current theme. The aim of this study was to get an idea of teachers' attitudes and possible prejudices towards inclusion which in themselves may have an inhibiting effect on the development work related to inclusive procedures by answering the research questions: "What kind of perceptions, values and possible prejudices does teachers express regarding inclusion?", "What challenges does inclusion entail in teachers' work?" and "What are the positive aspects of inclusion for students and teachers?" Theory and methods. For this quantitative research data was collected by using the Teacher's Attitude to Inclusion Scale (TAIS). TAIS includes questions and statements that are answered on a liking scale. The measuring instrument's 30 statements have been categorized according to the themes "Expected outcomes", "Workload", "Inclusion as a value" and "Children's rights". The analysis method is descriptive statistical. Reliability, variations and correlations have been examined in IBM SSPS version 26. Results and conclusions. The results show that teachers perceive inclusion as demanding. Both negative attitudes and prejudices towards inclusion emerge, which itself can complicate the development of inclusive procedures at school level. Nevertheless, teachers express that inclusion of students with special educational needs in general education groups has a promoting effect on both understanding and acceptance of differences in the group's other students.
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