Browsing by Subject "esi- ja alkuopetus"

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  • Laiho, Vilma (Helsingin yliopisto, 2021)
    Tiivistelmä - Referat – Abstract This Master's Thesis originated with an assignment from LUMA2020-program to create mathematics materials to primary education. Previous studies have shown interest to be a major factor in learning mathematics. Therefore, the goal of the material is to be interesting. This thesis leaned on the model by Aunio and Räsäsen (2016) about the development of mathematic skills in children under the age of 8, so that the material could be developed to fit the zone of proximal development. This thesis examines the factors that influence interest in mathematics material. The goal of the thesis is to create interesting mathematical materials for children in primary education. This Master's thesis has been implemented as a design research. Empirical problem analysis has collected data on the aspirations of mathematics materials from teachers and educators who participated in the LUMA2020 program in primary education. The poll was sent to 126 people in total. Based on the responses to this survey (total of 18) and previous research, I created the first design solution. This design solution was assessed as a case study by interviewing the five people who tried the material. Based on the results of the interviews, I created another design solution. According to this master's thesis, meaningful and interesting mathematics material aimed at children in primary education is of the right level and it makes it possible to stream pupils. Functionality and an interesting story that makes actions logical increases interest towards the material. Good and clear instructions for children and adults affect positively to commitment and interest towards the material.
  • Kanerva, Laura (Helsingfors universitet, 2014)
    The purpose of this research was to find out the views of preschool and primary school teachers about inclusive education as part of pre-primary and primary education. The topic of the thesis is very current since, nowadays, it is increasingly considered important that all children have a right to nearby daycare or a nearby school. The purpose of the research was to answer the following questions: How do preschool and primary school teachers define inclusion in pre- and primary education? How do preschool and primary school teachers contribute to inclusive education in their work, and how do teachers develop inclusive pre-primary and primary education? This is a qualitative case study with semi-structured interviews (also called theme interviews) chosen as the research method. These interviews were conducted as group inter-views. The first group consisted of three preschool teachers; the second group included a preschool and a primary school teacher, who were not tied in any specific school class; and the third group consisted of three primary school teachers of inclusive preparatory teaching. I used the content analysis method to analyze the contents of the research. According to my research, the preschool and primary school teachers reacted positively to inclusion. They considered it important and taken for granted as part of their work. Teachers promoted inclusive education mainly by taking into account the uniqueness of each child and utilizing it versatile in their work habits. The preschool and primary school teachers felt that inclusion, however, meant employing more teachers; instead, they preferred to develop their work inclusively by adding resources and promoting cooperation with parents.