Browsing by Subject "mathematics teaching"

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  • 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.
  • Oksanen, Susanna; Hannula, Markku S. (Suomen ainedidaktinen tutkimusseura ry, 2013)
    Suomen ainedidaktisen tutkimusseuran julkaisuja : Ainedidaktisia tutkimuksia
    The purpose of this study was to investigate Finnish mathematics teachers’ beliefs about teaching and teachers as expressed through metaphors. Because teachers’ beliefs play a significant role in their teaching, it is important to recognize those beliefs. Metaphors provide insights into beliefs that are not explicit or consciously held. In this study we investigated what kind of metaphors Finnish mathematics teachers in different schools and in different stages of their careers use. This study focused on Finnish 7-9 grade mathematics teachers’ (n=70) metaphors about teacher. The metaphors were classified into five categories: teacher as a subject specialist, teacher as a pedagogue, teacher as a didactics expert, self-referential and contextual metaphors. Teacher as a didactic expert was the most frequently used metaphor (49%). The information gained from this metaphor analysis show teachers’ beliefs about themselves. Changing teachers’ beliefs can help to change teachers’ behaviours and in such way improve teaching and learning process.