Browsing by Subject "geometria"
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(2015)Objectives Earlier studies have shown that preschoolers and elementary school –aged children do not properly understand the connection between 2D-geometry and 3D-space. Traditional theory on the development of children's geometrical thinking focuses mainly on the recognition and categorizing of shapes and objects and deductive skills. This can be seen in math curricula. The objective of this study is to produce more knowledge about children's geometrical thinking and its development and the core systems of geometry that underlie it. One objective is also to examine the Finnish math curricula in light of our test results and what we know about the two core systems of geometry. Methods The study was conducted on 73 children from preschoolers to 4th-graders, of whom 37 were boys, and 36 were girls. This study is a case study, in which children took part in two separate tests. The first test was done on paper, and it measured the children's understanding of 2D-geometry. The other test was a map-test, in which the children had to walk a simple route, which consisted of a single turn, according to a map. In other words the children had to change a 2D-angle into a turn in space. The correlation between children's performances in the two tests was also under analysis. The study methods were a mix of qualitative and quantitative approach. The map-test was party analyzed through theory-based content analysis, and the quantitative approaches to studying different connections between results in the tests included Spearman's rho and Kruskall-Wallis test among others. Results and conclusions The results were in line with earlier theory on the core systems of geometry. In general, the older the children were, the better they performed in the two tests. Distinct individual differences were found in each age group of the test. The correlation between performances in the two tests was lower than expected and only poor performance in the 2D-test clearly resulted in poor performance in the map test. The results of this study point towards the conclusion that the core systems of geometry, their properties, and the development of their integration should be better recognized throughout the mathematics curricula in preschool and elementary school.
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(2022)This research focuses on 6th graders self-efficacy in different fields of mathematics. Focus is on what is overall efficacy in different fiends of mathematics and does gender make a difference on that. Interest is also on does individuals have different self-efficacy in different areas of mathematics. Self-efficacy is Albert Banduras theory where individual evaluates one’s efficacy ahead of a task. Former research shows that there are four aspects that influences to self-efficacy and those are: performance outcomes, vicarious experiences, verbal persuasion, and physiological feedback. Performance outcomes are centric to self-efficacy in mathematics. In this research there are four fields of mathematics: arithmetic, algebra, geometry, and statistics and those are from the Finnish curriculum. There are loads of research about self-efficacy and mathematics but almost none of it compares different fields of mathematics or even evaluates efficacy in different fields. Most of the research focuses on how to improve self-efficacy in different fields if mathematics is separated to different fields at all. Researchers often measures people’s ability to count and separates mathematics into different areas and people experience different areas differently. Self-efficacy is related to a specific task and that’s why in this research I’m going to explore self-efficacy in different fields of mathematics. 69 sixth graders took part to this study and 33 of participants were girls, 32 boys, 2 non-binary and 2 didn’t want to give this information. This study was made as a survey where participants had to evaluate one’s self-efficacy on 12 different mathematic exercises. From every field of mathematics there were three questions that were differing in challenge. To get suitable math exercises I used primary school material. Participants saw the exercises for a particular time so that they couldn’t count the exercises but only assess their efficacy. The scale was from 1 to 5. Participants self-efficacy mean in different fields of mathematics was above four in every field and tests showed that there wasn’t statistically significant difference between genders in self-efficacy. Repeated measures variance analysis showed statistically significantly that individ- ual’s self-efficacy is different in arithmetic and algebra as well as in arithmetic and statistics. Self-efficacy seems to be dissenting in different fields of mathematics.
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