Showing items related by title, author, creator and subject.

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  Using network analysis methods to investigate how future teachers conceptualize the links between the domains of teacher knowledge 

  Koponen, Mika; Asikainen, Mervi A.; Viholainen, Antti; Hirvonen, Pekka E. (2019)

  In this article we present a new approach to investigating teacher knowledge. The essay data related to Finnish future teachers' (N = 18) perceptions of the "knowledge required for teaching mathematics" were transformed into a network. We classified the knowledge topics using the Mathematical Knowledge for Teaching (MKT) framework and examined the relationships between the issues raised with the aid of network analysis. According to the results, the future teachers see the six MKT domains in a hierarchical sequence. As it is not subject specific, this approach is also applicable in the investigation of teacher knowledge of other subjects. (C) 2018 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
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  Taking Universal Design back to its roots : Perspectives on accessibility and identity in undergraduate mathematics 

  Nieminen, Juuso Henrik; Pesonen, Henri (2020)

  Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have Universal Design implementations been evaluated by listening to the voices of disabled students. For this study, we investigated the perceptions of three disabled students who took part in an undergraduate mathematics course designed with the principles of Universal Design for Learning and Assessment. The study consists of two parts. First, we observed the experiences students had in relation to the accessibility of the course design. The second part consisted of a further analysis of the students identifying processes to understand how they talked about their learning disabilities during the course. Our results highlight many opportunities and challenges that the course offered to the students, whilst also raising concerns about how the students excluded themselves from their student cohort in their identifying narratives. Based on our results, we argue that Universal Design should be returned to its roots by connecting it with the social model of disability. We call for future research to learn from our mistakes and consider the identifying processes of the students while designing, and hopefully co-designing, inclusive learning environments in mathematics.
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  The Number Race - computer-assisted intervention for mathematically low-performing first graders 

  Hellstrand, Heidi; Korhonen, Johan; Linnanmäki, Karin; Aunio, Pirjo (2020)

  This manuscript presents a study in which the new version of the computer-based training programme, The Number Race (NR), was used as an intervention for mathematically low-performing children in grade one (Mage = 86.46, SD = 3.89). In addition to ordinary teacher instruction in mathematics, the intervention group (n = 29) received NR training for 15-minute sessions, 3–4 days per week, during a four-week period. One comparison group comprising mathematically low-performing children (n = 27) and another comprising average-performing children (n = 278) received only ordinary teacher instruction in mathematics during this period. The children’s mathematical skills (e.g. counting and basic arithmetic skills) were measured three times during grade one, using three parallel tests. The grouping was based on the first assessment, using the lowest 20th percentile as the cut-off point in the test. The NR intervention took place between the second and third assessments. There was no statistically significant NR intervention effect found in this study.