Browsing by Subject "matematiikan oppimateriaali"

There are large differences in the level of development and mathematic skills among first grade students. The same teaching is therefore not suitable for all students. All students, even the skilled ones, need education and support appropriate to their needs. The purpose of this qualitative study was to investigate how teachers feel about and carry out the differentiation for high achievers in first grade. In addition, the aim was to find out teachers opinions on how differentiation for high achievers has been taken into account in the book series "Kymppi" teaching material. The data was collected as a theme interview in this study. The study involved four teachers, two of which have been authoring the book series "Kymppi" teaching material. The interview material was transcribed and analyzed using theory oriented content analysis method. The differentiation for high achievers was considered as a time and skill differentiation; additional tasks for fast students and challenging tasks for skilled students. The differentiation for high achievers was considered important. The differences in skills was considered the most important reason to differentiate. Loss of motivation, frustration, boredom, underachievement, false conceptions of mathematics and behavior problems were mentioned as potential consequences of unchallenging teaching. High achievers were also considered to be different from each other, although in general they are fast in calculations. As a means of identifying high achievers were mentioned observations, tests, exams and prior knowledge from pre-school. As a means of differentiation for high achievers were used grouping, different equipment and additional tasks. The differentiation for high achievers was considered challenging. Lack of time, material shortage, differences in students' skills, low quality of teaching material, lack of skills among students and teacher's own fears were highlighted in the interviews. The book series "Kymppi" was considered to include enough teaching material for differentiation for high achievers. Assignments for high achievers were considered challenging and different than base level assignments. These aspects were considered important for assignments for high achievers. The authors of the book series "Kymppi" also thought that it was important to stay in the same numeric range as in the base level teaching.