Browsing by Subject "jakolasku"
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(2014)The purpose of this study was to carry out a two phase design study. The aim of the first phase was to create learning material for the division of decimal numbers and after that gather evaluation information of the material. In the second phase the objective was to use the evaluation information to modify the learning material so it can be better adapted to school lessons. The main objective in developing the learning material was to highlight student oriented methods and the use of concrete tools and assignments related to the context. In the first phase of the study the learning material was created using a theory-based research method. In the second phase two teachers were interviewed and asked to evaluate the learning material. Partly transcribed interviews were analyzed by using the guidelines of qualitative research content analysis. The results of this study show that teachers considered the learning material to be useful. Teachers interview estimated that student oriented methods are well suited for the learning material. There still were parts that needed to be improved. Development process can be continued by letting students to test the learning material and simultaneously collecting data of the effectiveness of the learning material.
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(2023)Goals. The purpose of the research is to find out how the math book series Milli and Tuhattaituri enable and support the teaching of division to elementary school students. The contents of the learning materials are not controlled in Finland. For this reason, the purpose of the research is also to find out how the mentioned book series correspond to the description of division in the document ‘Perusopetuksen opetussuunnitelmien perusteet 2014’, including the conceptual goals related to division calculations and the content areas, learning environments, and working methods related to these goals. The aim of the research is to find out how the Milli and Tu-hattaituri books build a conceptual understanding of division and discuss the inverse relation-ship of division and multiplication as well as strategies for division. Methods. The research method was theory-oriented content analysis, which was guided by the categories I formed based on the theoretical framework. The research data was described, and the research questions were answered with it. Results and conclusions. In grades 1–2, the method of building the conceptual understanding of division in the Tuhattaituri books is slightly more functional, more exploratory and more con-cretely illustrative than in the Milli books. The connection between multiplication and division is brought up in the Tuhattaituri books more often, clearer and a little more versatile than in the Milli books. In the tasks of the Tuhattaituri books, more than in the tasks of the Milli book, the use of concrete resources is encouraged when solving division. Both book series correspond to the 2014 POPS description of the conceptual goals T5 and T7 related to division calcula-tions, as well as the related content areas, learning environments and work methods. In grades 3–6, the way the Milli and Tuhattaituri books build the conceptual understanding of division is very similar. In grades 3–4, the connection between division and multiplication is brought up in the Tuhattaituri books more often and in a slightly more varied manner than in the Milli books, but in grades 5–6 the situation is the opposite. Division strategies are discussed in grades 3–6 in the Milli books in a slightly more diverse way and more often than in the Tu-hattaituri books. The Milli and Tuhattaituri books correspond to the 2014 POPS description of the conceptual goals T7 and T10 related to division calculations, as well as the related content areas, learning environments and work methods.
Now showing items 1-2 of 2