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Browsing by Subject "matematiikan osaaminen"

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  • Luokanopettajaopiskelijoiden matematiikan osaaminen 
    Tanner, Mathilda (2018)
    Aims. The aim of this Master’s Thesis is to find out the level of elementary teacher students’ know-how of mathematics, are there differences between the know- how of different content areas, are there factors connected to know-how of mathematics, are there differences between different groups in the know-how of mathematics and finally is there a connection between the mathematical test that students took in the beginning of their studies and the grade they got from the course exam. The know-how of mathematics in this study means basic school mathematics. The theoretical frame used in this study is teacher knowledge and teachers’ mathematical knowledge for teaching. Methods. The data used in this study is 115 student teachers’ answers to a questionnaire and their grades in the mathematics course exam. The questionnaire contained a background questions and a mathematical test. This study is quantitative and the data was analyzed using descriptive statistics, crosstab and sum variables. Non-parametric Kruskal-Wallis, Mann-Whitney U and Spearman’s rank correlation was also used. Results and conclusions. It was discovered that student teachers’ know-how of mathematics is heterogenic and that there are differences in the know-how in different content areas. Factors that are connected to the know-how of mathematics were discovered. Gender, the level of high school mathematics and taking mathematics in the matriculation examination determined that groups had differences in the statistical means of mathematics test results. The mathematical test that was take before the mathematics course and course’s exam’s grades were connected. To improve the student teachers’ level of know-how of mathematics I suggest that mathematics should be part of the entrance examination. For those who are already studying basic school mathematics refresher training would be good for remembering mathematical issues which would help improve the know-how of mathematics
  • Matematiikan osaaminen ja omaan osaamiseen liittyvät uskomukset 5.-luokkalaisilla 
    Salo, Aurora (2022)
    Aims. The purpose of this study was to find out in what way mathematic achievement and beliefs related to one’s own achievement interrelate. This phenomenon was studied from the point of view of both task-specific achievement and achievement of the entire test, and in addition, both task-specific self-confidence and general beliefs related to one’s own achievement. According to several previous studies, mathematic achievement and beliefs related to one’s own achievement interrelate. The mission of the study is to describe the relationship between mathematic achievement and beliefs related to one’s own achievement in 5th graders. Methods. The study was conducted quantitatively. The study utilized the MATHMot data from the pilot phase collected in Finland in the spring of 2021, of which only the sections of 5th graders were considered. There were a total of five 5th grade classes which were all socio-economically from different regions of the metropolitan area. There were a total of 101 5th graders in the data. During the same research visit, the students were given a test measuring their mathematic achievement, a task measuring their task-specific self-confidence and a questionnaire measuring their general beliefs related to one’s own achievement. The data were analyzed by Pearson’s correlation coefficient and independent sample t-test performed with SPSS 27 software. Results and conclusions. The study revealed that mathematic achievement and beliefs related to one’s own achievement mainly interrelate. Positive beliefs related to one’s own achievement positively interrelate mathematic achievement. However, statistically significant relationship was not found for all tasks.
  • Odotusarvoteorian motivaatioulottuvuuksien ja matematiikan osaamisen yhteys alakouluikäisillä 
    Horttanainen, Ida (2023)
    Aim. The purpose of this study was to investigate the level of motivation and competence in mathematics within third- and fourth-graders. Additionally, there was objective to find out whether there are gender differences in motivation and mathematics competence. The study also examined the relation between motivation and mathematics competence. Motivation was examined through motivational dimensions of the expectancy-value theory (intrinsic value, utility value, attainment value, cost, and self-concept of ability) and mathematics competence through arithmetic fluency, word problems, and logical thinking. Based on previous research, there is a connection between the self-concept of ability and mathematics competence. However, it should be noted that the subject has been studied little in the context of primary school. Methods. In the thesis I utilized data collected in the MathMot research project. The data was collected by the research assistants from MathMot research project in the spring of 2022 from three municipalities in the Helsinki Metropolitan Area. The final data of this study consisted of 871 third graders and 896 fourth graders. Motivation was measured by a motivational instrument based on the expectancy-value theory. Mathematics competence was measured by instruments that measure competence in arithmetic fluency, word problems, and logical thinking. I analyzed the data with IBM SPSS Statistics 27-software. I used descriptive statistics, t-test, Pearson correlation, and variance analysis as analytical methods. Results and conclusions. According to the results of the study, the motivation in mathematics was quite high within third and fourth graders. There were gender differences in motivation in mathematics as self-concept of ability within the boys was higher than within the girls. There were gender differences also in mathematics competence since boys' mathematics competence was higher compared to girls in arithmetic fluency and word problems. However, in terms of logical thinking the result was opposite as girls' competence was better compared to boys. The relation between motivation and mathematics competence was found in areas of cost and self-concept of ability. As the follow-up research it would be interesting to investigate which are the most effective ways to develop the self-concept of ability for girls. Additionally, it would be valuable to find out whether there are still some attitudes in schoolwork that affect the creation of a different self-concept of ability in mathematics for girls and boys.

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