Pupils' Drawings as a Research Tool in Mathematical Problem-Solving Lessons

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Opettajan toiminnan yhteys kolmasluokkalaisten onnistumiseen ongelmatehtävän ratkaisemisessa

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Learning density of numbers in elementary teacher education

Infinity is an important concept in mathematics, which students find difficult to learn. This paper will report Finnish elementary teacher students’ understanding of density at the beginning of their studies and the development of that understanding during a mathematics methods course. The results show that even quite limited teaching can initiate significant improvement. Moreover, students can make progress even if their initial level of performance is low. Yet, only 60 % of elementary education students reach satisfactory content knowledge and pedagogical content knowledge by the end of the course.Peer reviewe

The association between lesson goals and task introduction in problem solving teaching in primary schooling

This study compares six teachers’ learning goals for two problem solving lessons and their 9 to 11 year-old students’ solutions to two open-ended problems. Some of the learning aims were explicitly given before the lesson and some were revealed during the lessons. The pupils worked on the first open problem in primary three and the second problem in the primary four. The problem solving lessons were video-recorded and transcribed, and pupils´ solutions were collated and examined. An additional data source was the teachers´ lesson plans, and the videos taken in the teachers´ meeting sessions. The classification of teachers´ actions was based on the teaching model developed from Polya’s problem solving model (planning, introduction, guidance, feedback). This paper examines the significance of the teachers´ aims of the lessons and the introduction of the two problems, with the focus on the pupils´ justification of the solution for both tasksPeer reviewe

Teachers' and fourth graders' questions during a problem-solving lesson

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Emotional atmosphere in third-graders’ mathematics classroom – an analysis of pupils’ drawings

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Structuring students' view of learning mathematics

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Teachers’ influence on the quality of pupils’ written explanations – Third-graders solving a simplified arithmagon task during a mathematics lesson

The aim of this study is to find out whether there is a connection between teacher’s request and guidance for written explanation and third-graders’ achievements in solving a non-standard problem. Pupils’ task was to solve a simplified arithmagon and to explain their solution. The lessons of seven teachers were recorded and their actions were examined and categorized during a problem-solving lesson. Also pupils’ solutions were checked and classified. The teacher’s behavior seems to have a crucial role in the quality of pupils’ written explanations. The third-graders had difficulties in writing their reasoning for solving the problem.Peer reviewe

Suomalaisten ja chileläisten alaluokkien opettajien esille tuomia uskomuksia ongelmanratkaisusta

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