Browsing by Subject "CURRICULUM MATERIALS"

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  • Pehkonen, Leila; Hemmi, Kirsti; Krzywacki, Heidi; Laine, Anu (Svensk förening för matematikdidaktisk forskning, 2018)
    Skrifter från Svensk Förening för MatematikDidaktisk Forskning / Swedish Society for Research in Mathematics Education
    A number of studies show the complex relation between a teacher and curriculum materials influencing teachers’ actions in a mathematics classroom. This study investigates teachers’ relation to mathematics curriculum materials in three different cultural-educational contexts, namely in Sweden and in Finnish- and Swedish-speaking parts of Finland. The results are based on a survey among teachers (N = 603) who work in compulsory schools in these three contexts. The results support the previous findings, which show that curriculum materials are experienced by teachers as a guarantee of good quality in mathematics education, but, at the same time, as a burden. Some notable differences were found between teachers with various experiences in different contexts. The findings are discussed in terms of pedagogical design capacity and the specific character of the three contexts.
  • Pehkonen, Leila; Piht, Sirje; Pakkas, Käthlin; Laine, Anu; Krzywacki, Heidi (Svensk förening för matematikdidaktisk forskning, 2018)
    Skrifter från Svensk Förening för MatematikDidaktisk Forskning / Swedish Society for Research in Mathematics Education
    This paper explores Estonian and Finnish compulsory schools’ teachers views about mathematics textbooks and how they perceive the textbooks in mathematics teaching. The data consist of compulsory schools’ teachers’ (N= 420) responses on a 36-item questionnaire and it was analysed by help of quantitative methods. The main findings show that both the Finnish and the Estonian teachers found the textbooks somewhat important in assuring the high and even quality in mathematics teaching. The textbooks did not particularly load the teachers. However, the findings reveal some interesting differences in this respect between contexts and between teachers with different teaching experience. Findings from this study contribute to the research-field by adding research-based knowledge about the relationships between teachers and curriculum materials.
  • Hemmi, Kirsti; Krzywacki, Heidi; Koljonen, Tuula (2018)
    The most commonly used Finnish mathematics teacher guides (Grades 1-6) are investigated so as to determine what kind of resource they constitute for teachers in planning and enacting mathematics teaching and what kind of mathematics classroom they promote. The structure and the main contents of the guides were found to be quite homogeneous. The nature of communication was mostly descriptive, but the separate activities suggested for each lesson were quite explicitly described. Suggested activities, such as mental calculation tasks and homework assignment, were typically motivated by non-specific rationales, and many activities seemed to be taken for granted in the Finnish mathematics classroom culture. The results add both to knowledge about how to analyse teacher guides and to knowledge about Finnish educational features.