Browsing by Subject "teaching"

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  • Grönlund, Matti (Helsingfors universitet, 2016)
    The purpose of this study was to examine how students' in faculty of behavioural sciences understand and determine concept of giftedness, gifted student and teaching methods of gifted students. Research questions were (1) How do you understand and determine the concept of giftedness? (2) How do you recognize a gifted student? (3) How should the teaching of gifted students be differentiated and with what kind of methods? The first section of theory defined giftedness and what is giftedness and also teachers being determiners of giftedness. The second section of theory defined differentiation teaching in gifted students' point of view. The third section defined boundaries for teaching in elementary school. This study was a qualitative research completed with quantitative figures. The research material was gathered from students in faculty of behavioural sciences with a questionnaire. Materials were analyzed with theory-based content analyses. Similarities and differences was found between the research material and the research theory. As was assumed the was no inclusive concept of giftedness to be found based on this study. Also, the recognition of gifted student was found to be difficult and more or less the gifted seemed to be a student who was performing academically well. Problem solving, differentiation in lessons and extra assignments seemed to be the best methods of teaching to gifted students. The least effective was acceleration and quantitative augmentation of assignments.
  • Hummelstedt, Ida; Holm, Gunilla; Sahlström, Fritjof; Zilliacus, Harriet (2021)
    Schools represent a central meeting place where societal inequalities are reproduced and questions of social justice become important. This study focuses on categorisations related to race, nationality, and gender in interactions in Finnish teaching environments, as well as teacher reflections on these situations. We discuss the implications of the categorisations on social justice and the role of the teacher in these situations. We conducted video observations of a sixth-grade teacher in a Finnish primary school. The study employs both critical multicultural education approaches and Conversation Analysis. Results show that the pupils use categories race, nationality, and gender in ways that limit the agency and positioning of some of the pupils. The extensive and intersecting categorisation in teaching situations makes it demanding for teachers to address and challenge unequal norms attached to the categories. Results also indicate that teachers need an understanding of othering and normativity in order to allow spontaneous critical discussion and problematising categorisations that pupils use. Also, the results highlight the importance of involving pupils in the process of questioning norms that do not provide all pupils with the same agency or sense of belonging.
  • Jaskari, Johanna (Helsingfors universitet, 2015)
    Aims. The purpose of this qualitative study was to systematically analyze how university teaching and learning vary in one Finnish university. My research questions were "How do students' approaches to learning vary?" and "How do teachers' approaches to teaching vary?" In this systematic review, I used the relational model of learning and teaching in universities as a theoretical framework. This model provides a tool to analyze the variation in students' approaches to learning and teachers' approaches to teaching in different teaching-learning environments. The quality of what students learn is linked to the variation in how students learn and how university teachers teach in teaching-learning environments in universities. The quality of learning and teaching is also connected with the allocation of resources and funding in universities and global university rankings. Methods. By using the method of systematic review, I analyzed the variation in teaching and learning in a data sample of 23 high-quality peer-reviewed academic articles. The research context of the studies, which concerned teaching and learning in universities, was the University of Helsinki. Results and conclusions. In this review, students' learning varies mainly in how the students approach their learning (i.e. as surface or deep approaches to learning). Students' learning is modified by the students' learning strategies (e.g. as systematic or critical studies), study orientations (i.e. reproduction- or meaning-oriented learning), and study orchestrations (i.e. different profiles of approaches to learning). Teaching varies mainly in how the teachers approach their teaching (i.e. as teacher- or student-focused approaches to teaching). Teaching is modified by the teachers' conceptions of teaching, teaching strategies (i.e. content- or learning-focused approaches to teaching), and amounts of pedagogical training (that affect the approaches to teaching). Both learning and teaching vary in different teaching-learning environments (both within courses and between disciplines). Both students' and teachers' conceptions of knowledge (e.g. as integrated or fragmented knowledge; declarative or procedural knowledge) affect their approaches to learning and teaching. This systematic review synthesizes what we know about learning and teaching in one university in Finland. This knowledge provides guidelines on how the quality of learning and teaching can be improved both in policy and practice largely in universities in Finland. Essentially, learning is based on good teaching that is focused on the students' learning.
  • Kim, Yealim (Helsingin yliopisto, 2020)
    English has become a global language, and students around the world know English is an essential foreign language to expand their knowledge. For the same reason, English has been the most common foreign language that students learn in South Korea and Finland. The purpose of this master’s thesis is to examine the curricula in South Korea and Finland to see the similarities and differences of the two countries’ English education. Although both countries focus on teaching English by using the communicative approach, their outputs in English education differ from each other. The study analyzes the curricula and textbooks by using Curriculum-Analysis Procedure. Then, the study analyzes the textbooks based on Littlejohn’s task analysis sheet. According to the analysis, the Finnish curriculum provides more specific learning goals than the Korean curriculum even though the Finnish curriculum does not specify teaching methods to teachers. The Korean curriculum provides specific word limitations for each level, and it provides specific teaching methods. However, the Korean curriculum’s learning goals are rather vague. The analysis on the textbooks suggests an interesting result. Although the Korean textbooks provide a higher number of oral tasks than the Finnish textbooks, the results demonstrate that the Korean textbooks are focused on repetition. Also, the Korean textbooks are quite regulated since the tasks ask students to focus on certain task types. On the contrary, the Finnish textbooks include a smaller number of oral tasks than the Korean textbooks, but the oral tasks encourage students to produce their own sentences rather than focusing on form. The Finnish textbooks try to provide as diverse task types as possible.
  • Pihkala, Panu (2020)
    Anxiety and distress about the ecological crisis seems to be a rapidly growing phenomenon. This article analyzes the challenges and possibilities posed by such "eco-anxiety" for environmental education. Variations of eco-anxiety are analyzed, and it is argued that educators should be aware of the multiple forms that the phenomenon has. Eco-anxiety is found to be closely connected with many difficult emotions, such as grief, guilt, anger, and despair. However, anxiety also has an adaptive dimension, which can be called "practical anxiety". Anxiety is connected with expectation, motivation, and hopes. Previous research about eco-anxiety and ecological emotions in various disciplines is discussed, and related studies from various fields of education are brought together. Based on this extensive literature review, theoretical analyses are made, using a philosophical method. It is argued that environmental educators need organizational and peer support both in relation to their own difficult emotions and in order to develop emotional skills in their work. Educators should first practice self-reflection about eco-anxiety, after which they have many possibilities to help their audiences to develop emotional resilience. Potential practical activities related to eco-anxiety are discussed, drawing from various fields of education. These include validation of eco-anxiety and ecological emotions, providing safe spaces to discuss them, and, if possible, providing embodied and creative activities to more fully deliberate on them.
  • Berg, Minna (Helsingin yliopisto, 2014)
    Teaching and learning are interactional processes between the teacher and his or her pupils. Good interaction skills are an essential part of the teacher profession. Learning good interaction skills and creating ways and practices that promote the use of those skills is of ten recommended. However, the teacher studies do not direct the students to process these skills. In the present study, it was explored whether comprehensive school teachers of Finland participating in the three credit follow-up training learned to use social interaction skills during the intervention. The studied skills were based on Gordon's theory (2003). The participants were 20 teachers who attended the training, and 20 teachers not attending the training. The effects of the intervention on teachers were examined by using the DCI-instrument (Talvio, Lonka, Kuusela, & Lintunen, 2012). Qualitative, theory-driven content analysis was used to classify the data. The statistical differences between the pre-test and post-test scores were examined with the Wilcoxon signed rank test. After the intervention, teachers who participated in the training used significantly more listening and active listening skills and communicated in more constructive ways. Furthermore, they used significantly less roadblocks to communication. In the comparison group, no differences between pre- and post-tests were perceived. To conclude, the teachers' course on social interaction skills appeared to achieve its goals, since the teachers learned to apply the studied skills during the intervention. This study adds to the development of continuing teacher training by presenting a way of teaching students skills that enhance the quality of interaction.
  • Vainonen, Lena-Kajsa (Helsingin yliopisto, 2019)
    Metsä on kautta aikojen ollut tärkeä suomalaisille, joten jokaisella suomalaisella on jonkinlainen suhde metsään. Metsäsuhde voi perustua erilaisiin asenteisiin tai kokemuksiin ja se voi muuttua ajan kuluessa. Ympärillä olevien aikuisten sekä lapsille tarjottavien kokemusten on todettu vaikuttavan vahvasti lasten metsäsuhteeseen. Kouluilla on siis suuri rooli lasten metsäsuhteen rakentumisessa. Nykylasten moniarvoinen metsäsuhde on tärkeä tulevaisuuden kannalta, sillä metsään kohdistuu nykyaikana suuri käyttöpaine, joka herättää kysymyksiä metsän käytöstä. Lapset päättävät tulevaisuudessa, miten metsää käytetään ja miksi, joten heillä tulisi olla perustietoa metsästä ja yleisesti luonnonvarojen kestävästä käytöstä. Näiden seikkojen takia tämä tutkimus keskittyy kuvaamaan metsäopetuksen toteutusta peruskoulun luokilla 7-9 biologian opettajien näkökulmasta. Tutkimuksessa haastateltiin neljää yläkoulun biologian opettajaa, joiden vastausten pohjalta laadittiin kyselylomake. Kyselylomake jaettiin opettajien suosimissa ryhmissä sosiaalisessa mediassa sekä sähköpostitse muutamille opettajille. Haastatteluiden tuloksia analysoitiin tekstianalyysillä ja kyselyn tuloksia jakaumien sekä taulukoiden avulla. Kyselyn tuloksia ei analysoitu tilastollisin menetelmin, koska vastauksia tuli niin pieni määrä. Tutkimuksen haastatteluiden ja kyselyn tulokset mukailivat toisiaan. Metsäopetus tapahtuu lähinnä kahdeksannen luokan biologian oppiaineessa. Metsäaiheita opetetaan metsässä joskus, mutta opetusta haluttaisiin järjestää enemmän metsässä. Ulkona opettamiseen vaikuttaa ainakin koulun etäisyys metsästä, aikarajoitteet, lukujärjestyksen joustamattomuus sekä rahoituksen puute. Samat rajoittavat tekijät nousivat esille myös metsätapahtumiin osallistumisessa sekä oman metsäpäivän järjestämisessä. Mikäli metsätapahtumiin pystyy osallistumaan, niiltä toivottiin elämyksellisyyttä ja toiminnallisuutta. Tulokset osoittavat, että metsäopetuksen keskeisiä teemoja ovat lajintunnistus, metsän ekosysteemi, metsätyypit sekä kasvupaikkatekijät. Metsäteollisuuden ja metsätalouden aiheet jätetään vähemmälle huomiolle, mikäli kohdataan aikarajoitteita. Koulun ulkopuolisia asiantuntijoita sekä metsäalan asiantuntijoita hyödynnetään harvoin, mutta monipuolista asiantuntijuutta kuitenkin kaivattiin, erityisesti metsätalouden ja metsien kestävän käytön, metsäteollisuuden ja sen tuotteiden, riistanhoidon, biotalouden ja kiertotalouden osa-alueisiin. Asiantuntijoita ei käytetä, koska aikaa ei ole tarpeeksi, koska ammattilaisia ei löydetä tai koska hyöty on koettu liian pieneksi. Yhteistyö metsäalan toimijoiden kanssa on lähinnä yhdistys- ja järjestöpainotteista, mutta myös metsäalan yrityksiä käytetään jonkin verran. Yhteistyö keskittyi lähinnä Metsävisaan, vierailijaluentoihin sekä erilaisiin metsäpäiviin tai tapahtumiin. Koulun ulkopuoliselta yhteistyöltä toivottiin pääasiassa vierailuja yrityksiin sekä metsään. Opettajat pitivät yleisesti metsäopetusta tärkeänä, mutta nykyisen metsäopetuksen ei koettu tukevan moniarvoisen metsäsuhteen rakentamista kovinkaan hyvin. Uuden opetussuunnitelman mukaisia monialaisia oppimiskokonaisuuksia koettiin kuitenkin voivan hyödyntää metsäopetuksessa hyvin. Ainerajoja ylittävää opetusta ei kuitenkaan ole hyödynnetty kovinkaan paljon, vaikka suurin osa haluaisi hyödyntää sitä enemmän. Tutkimustuloksia ei voida pitää tilastollisesti merkitsevinä johtuen pienestä otoskoosta. Tutkimustulosten perusteella voidaan kuitenkin olettaa, että nykyisessä metsäopetuksessa on puutteita, joita korjaamalla monipuolisemman metsäsuhteen rakentaminen yläkoulussa voisi olla mahdollista.
  • Saares, Taru (Helsingfors universitet, 2016)
    The purpose of this thesis is to study practitioners' perceptions on internationalization of teaching. The aim was especially to identify and investigate the themes inside practitioner's descriptions of international teaching. The practitioners that are considered in this study are teachers and academic developers in university context who develop and practice both teaching and internationalization. Their perceptions were studied by asking: how is international teaching described by developers of teaching? In previous literature, the meaning of internationalization is often seen as unclear. Two solutions are: trying to capture a common definition or accepting the different interpretations on internationalization. In previous studies, the internationalizing environment in universities has often been described as globalizing, which requires changes in universities and its duties. Simultaneously, universities' internationalization is considered as an original and essential characteristic of universities. According to the previous literature, I expected to obtain different descriptions of international teaching and its importance. The chosen methods were used to collect descriptions on internationalization and identify the themes that were discussed in these descriptions. Six interviews were implemented where international teaching and universities internationalization was discussed by use of predetermined themes and assistance questions. The collected data was analyzed by use of thematic analysis. As a result of the analysis, six themes were recognized from the descriptions of university teachers and academic developers on international teaching. These themes were categorized as either international interaction or international content. Both international interaction and content were described as desirable goals but were also recognized as problematic. Additionally, international teaching was described as a response to the changes in the globalizing environment and as a defining characteristic of universities. The results of this study can be used as tools for thinking and as framework for understanding international teaching and universities' internationalization.
  • Metsämuuronen, Tuua Maria (Helsingfors universitet, 2014)
    The study focuses on the Nepalese 8 grade Mathematics, Nepali language and Social study teachers' confidence to teach their own subject. Every skill, such as teaching skills, brings with uncertainty and insecurity creates a need for security. The aim of the master's thesis is to research how substance knowledge, the teacher's personality, pedagogical knowledge and classroom management, and their components are connected to each other. In addition, has been researched how much personality, pedagogical knowledge and classroom management, explain the teacher's self-perceived competence assurance to teach. Altogether, 1224 of Nepalese teachers responded to the survey. The survey sample was stratified. The questionnaire, teachers were asked to assess their teaching confidence in their teaching subject and its sections, on a scale of 1 to 4. Many studies have been done about teaching and the teacher's impact on learning outcomes. That has been considered as a possible cause of Finnish students' good learning achievements. Since the schools have small differences between them, it is easier to study the teachers and the teaching effect of the student's achievements in a country, where the school differences are considerable bigger. According to Hattie (2003, 2), the teacher effect is 30% of the student learning achievements, in Nepal the corresponding figure is 68% (Acharya, Metsämuuronen and Metsämuuronen 2013, 281 316). The study examined by tree-analysis how personality, pedagogical knowledge and classroom management elements are linked to educational confidence and by regression analysis how much these independent variables explain together the effect of the phenomenon. According to regression analysis, there are age, teaching years, assessment, professional development over the last two years, and the curriculum understanding and using, as well as the school equipment shortages. The study found that the most confident were those teachers who were under the age of 30 teachers; who had teaching experience five years or less; who used the project work as assessment; who experienced that they understood the objectives of the school curriculum, and in addition they experienced to implement it successfully. This study was empirical and explorative work and the results obtained on the regression model shows that the model explains 9.5% of teacher's confidence to teach their own subjects. As regression model explains less than 10% certainty, is the teacher's teaching confidence and competence a good follow-up research object. Another good object would be to compare the self-perceived reliability and the validity of the comparison of the measured whether teachers' own experience of the same qualifications as a measurable skill.
  • Toikkanen, Tarmo (Helsingfors universitet, 2005)
    As computer technology evolves, both the need for knowledge workers and the pressure to increase the effectiveness of teaching with the help of ICT increase. Teaching of the skills needed by the knowledge workers requires new pedagogy, where instead facts and obedience the focus is on skills, independence and learning to learn. The use of ICT in education brings its own challenges to learning situations. Social constructivist computer supported collaborative learning (CSCL) is becoming a major challenger for the traditional teacher-centered learning. One of these methodologies is Progressive Inquiry, which is developed in Finland. Since the social constructive theory emphasizes the relations between learners more than the individuals' actions, research in this field must also take into account the interactions that occur in learning situations. While traditional psychological and pedagogical methods are not applicable, an old method of social sciences, SNA or social network analysis is designed specifically for the analysis of groups of people. Applications of SNA in psychology and collaborative learning are however few and preliminary, and no reliable evidence on the applicability nor useful results exist. The purpose of this study is to find out if SNA can be applied to this field of research. In this study SNA was used to analyze the learning situations of 23 classes in comprehensive and secondary schools that used Progressive inquiry. The results show that SNA can be applied to the study of CSCL, since the analysis produced preliminary measurements that were related to the quality of the course. The results are also in concordance with social constructivist theory: a course's usefulness increases as the several students write high quality messages and participate widely in different conversations.
  • Purasmaa, Marika (Helsingin yliopisto, 2018)
    Purpose of this masters’s thesis is to find and describe pedagogical elements of the studio practices at the Faculty of Fashion, Clothing and Textile, at the Aalto University School of Art, Design and Architecture. The focus is on renewed textile design education, especially in The Woven Fabrics Studio practices. Another aim is to examine the pedagogical views behind the main findings. The studio pedagogy is theoretically approached by R. Keith Sawyer’s (2018) research and the studio model, which is a cultural model of teaching and learning at the schools of art and design. Another theoretical frame is conducted from the field of materiality and the theory of embodied cognition, which can explain the importance of material explorations. The studio pedagogy has indicated to have remarkable benefits in design education by mastering creativity, and it could offer potential ideas extended to other school levels as well. In present study, I also summon an overview about the requirements needed from the operational unit, as offering studio pedagogy needs special arrangements. The ethnographic data is collected from the semi-structured theme interviews of the five professionals, deeply involved in design pedagogy at the faculty. In addition, two short observation phases were conducted at the weave studio and at the fabric print studio. The qualitative content analysis is done as theory and data-driven analysis. According to the results, one of the most distinct pedagogical element are the design assignments, that are based on the students’ individual concept and visual research, before going further with the material explorations at the studios. Lots of time and effort is put on this very early phase of the design process, and it is seen to lead originality and innovative results. The assignments include always both the artistic and technical sides, which is found effective and convenient way of learning. Processes such as creative and learning processes are seen the most important learning outcome. Preparing students to become design professionals, project management skills are practiced with advanced courses including lots of independent work. The Woven Fabric Studio courses are often intensive few week modules, which are available also for students from other faculties. Studio masters’ role is crucial at daily studio work. In addition to proper learning environments and up-to-date facilities, studio pedagogy requires great amount of resources, scheduling, pedagogical visions, and engagement. Learner-centerness and social aspects of learning are strongly emphasized, and many voluntary multidisciplinary projects are offered.
  • Uitto, Anna; Saloranta, Seppo (2017)
    Sustainability education (SE) is included in school curricula to integrate the principles, values, and practices of sustainable development (SD) into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in Finland. There were significant differences between the subject teachers’ perceptions of their SE competence, and the frequency with which they used different dimensions of SE (ecological, economic, social, well-being, cultural) in their teaching varied. Teachers’ age had a small effect, but gender, school, and its residential location were nonsignificant factors. Teachers could be roughly classified into three different subgroups according to their perceptions of the role of SE in their teaching; those who considered three SE dimensions rather often and used holistic sustainability approaches in their teaching (biology, geography, history); those who considered two or three dimensions often but were not active in holistic teaching (mother tongue, religion, visual arts, crafts, music, physical and health education, and home economics) and those who used one SE dimension or consider only one holistic approach in their teaching (mathematics, physics, chemistry and language). Subject teachers’ awareness of their SE competence is important to encourage them to plan and implement discipline-based and interdisciplinary SE in their teaching. The specific SE expertise of subject teachers should be taken into account in teacher training and education.
  • Järvenpää, Sampsa (Helsingin yliopisto, 2020)
    The aim of this Master’s Thesis is to research teachers perceptions on the development of expertise and the role of collective-efficacy within those perceptions. The focus is on different teachers at different points of their careers and on how expertise development and collective-efficacy’s role within that are viewed by teachers themselves. The theoretical background of the research is largely based on prof. K.A. Ericsson’s expertise theory and prof. A. Bandura’s theory on self-efficacy and related collective-efficacy. Previous research has shown that collective-efficacy has a positive effect on, for example, teacher self-efficacy and student learning. The data of the research consists of two groups of three teachers. One group of teachers consisted of experienced special education teachers and one of classroom teachers at early points of their careers. The data was collected through semi-structured group interviews where Bandura’s theory on collective-efficacy was used largely as the basis of question setting. The research was conducted qualitatively, and the data was analysed using phenomenographical content analysis. The analysis is data-based, but theory guided the research due to its effect on the interview question setting. The results of the research indicated that expertise development and the role of collective-efficacy was viewed quite similarly by the two groups. The development of expertise could be divided into the following sub-groups: expertise as continuously shaping, areas of development and expertise, realisations, and student group. Collective-efficacy and its relationship with expertise could be divided into the following sub-groups: feedback and learning, discussion, exchange of teaching practices, leadership, sense of community and overall wellbeing. This suggests that there are similarities in the way the topic is viewed by different professionals within the teaching profession. The more experienced special education teachers’ descriptions can be characterised as specific in nature. The class education teachers described the topic in both general and specific ways. As a practical implication, more information from the topic could be added to teacher-education curriculum to increase student teachers’ knowledge regarding the subject.
  • Kuhrmann, Marco; Méndez Fernández, Daniel; Münch, Jürgen (IEEE, 2013)
    Most university curricula consider software pro- cesses to be on the fringes of software engineering (SE). Students are told there exists a plethora of software processes ranging from RUP over V-shaped processes to agile methods. Furthermore, the usual students’ programming tasks are of a size that either one student or a small group of students can manage the work. Comprehensive processes being essential for large companies in terms of reflecting the organization structure, coordinating teams, or interfaces to business processes such as contracting or sales, are complex and hard to teach in a lecture, and, therefore, often out of scope. We experienced tutorials on using Java or C#, or on developing applications for the iPhone to gather more attention by students, simply speaking, as these are more fun for them. So, why should students spend their time in software processes? From our experiences and the discussions with a variety of industrial partners, we learned that students often face trouble when taking their first “real” jobs, even if the company is organized in a lean or agile shape. Therefore, we propose to include software processes more explicitly into the SE curricula. We designed and implemented a course at Master’s level in which students learn why software processes are necessary, and how they can be analyzed, designed, implemented, and continuously improved. In this paper, we present our course’s structure, its goals, and corresponding teaching methods. We evaluate the course and further discuss our experiences so that lecturers and researchers can directly use our lessons learned in their own curricula.
  • Reunamo, Jyrki; Saros, Leila; Ruismäki, Heikki (2012)
  • Ruismäki, Heikki; Juvonen, Antti; Lehtonen, Kimmo (2013)
  • Särkelä, Elina; Suoranta, Juha (2020)
    In this article we describe a qualitative research method, the “Method of Empathy-Based Stories” (MEBS) and ponder its value in classroom teaching. Our research question is as follows: What is MEBS and what are its possible uses in research and teaching? We gathered empathy-based stories written by students (N = 15) and analysed them with thematic analysis. The dominating themes in writings were the threat of climate change and various coping strategies. MEBS allowed students to describe their ways of thinking and acting, and to take part in the discussion. In general, the use of MEBS can generate hypotheses and interpretive horizons and stir questions yet to be asked. The main purpose of using MEBS in qualitative research and in teaching is to inspire qualitative researchers’ and research participants’ interpretive imagination.
  • Tirri, Kirsi; Toom, Auli (IntechOpen, 2020)
    The purpose of this chapter is to present the key concepts and actors in pedagogy and didactics in the context of institutional teaching. We present a holistic approach to education and view human beings as lifelong learners who need to be educated comprehensively to actualize their full potential. In this chapter we discuss how pedagogy, the science and art of teaching, can promote the educational goals identified in the curriculum. In this chapter we adhere to the Didaktik curriculum tradition in which values and morals are emphasized in guiding the teaching-studying-learning process. This means that pedagogy is moral in nature, and the teacher’s main task is to reflect the values underlying her teaching and the purposes she wants to advance in her teaching. We also discuss the current pedagogical challenges in both basic and higher education in educating students for the twenty-first century.
  • Lindqvist, Jessica (Helsingin yliopisto, 2020)
    Homework is a part of the day-to-day activities in most schools. The use and benefits of homework is undergoing debate. Existing research in the field is limited and sometimes conflicting. The Finnish curriculum does not require homework to be used in teaching. Thus, it is the teacher who decides if, how and what kind of homework the pupils shall be assigned. Mathematics is a subject where homework is commonly used. It is therefore relevant to study how teachers think about homework within this particular subject and how the homework in use relates to the (social)constructivist view on learning that the current curriculum is largely based on. The aim of this study was to examine what kind of homework in mathematics primary school teachers assign and how they argue either in favor of or against homework in mathematics education. Focus was on effects that develop mathematics performance. In addition, the teachers’ views on the importance of parental involvement relating to homework in mathematics was studied. A questionnaire was sent to primary school teachers in three Swedish-speaking schools in the metropolitan area of Finland. The questionnaire included both multiple-choice and open-ended questions. 19 teachers responded. Both quantitative and qualitative data analysis was performed. A deductive methodological approach was applied. The study showed that the teachers view learning in a social-constructive manner. The type of homework assigned does not, however, reflect this. Focus is on repetitive mechanical assignments to be performed individually. For instance, assignments including problem-solving are in limited use, although many believe that such assignments, along with repetitive ones, support learning in mathematics. Homework that these teachers assign does not to any large extent require being done outside of school. This leads to the relevant question whether homework is used due to the insufficiency of time in school. Most of the teachers argued for the use of homework in mathematics by reference to the importance of repetition. A majority viewed parental involvement as important. Despite the fact that the curriculum stresses equality, only three respondents reflected upon the risk that parental involvement might lead to inequality. Homework club at school was most commonly viewed as the remedy against the absence of support at home. Most teachers showed an unproblematic attitude towards the use of homework in mathematics education.