(Not) Learning to teach mathematics

In Brazil, future pre- and primary school teachers are educated in a 4-year undergraduate program called “Pedagogy”. In the Faculty of Education at the University of X, the present curriculum of the Pedagogy program started in the year 2001 and it included a much stronger focus than the previous curriculum on preparing Student Teachers (STs) to perform research. Eight new compulsory Research-Based Project Course Components (RBPCCs) were included. This study presents some preliminary findings concerning the STs’ experiences about the 2001 curriculum and how it has contributed to becoming primary school (mathematics) teachers.Peer reviewe

Promoting mathematical thinking in Finnish mathematics education

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Cabinetmakers' workplace mathematics and problem solving

This study explored what kind of mathematics is needed in cabinetmakers' everyday work and how problem solving is intertwined in it. The informants of the study were four Finnish cabinetmakers and the data consisted of workshop observations, interviews, photos, pictures and sketches made by the participants during the interviews. The data was analysed using different qualitative techniques. Even though the participants identified many areas of mathematics that could be used in their daily work, they used mathematics only if they were able to. The cabinetmakers' different mathematical skills and knowledge were utilized to their skill limit. Cabinetmakers were found to constantly face problem solving situations along with the creative processes. Being able to use more advanced mathematics helped them to solve those problems more efficiently, without wasting time and materials. Based on the findings, the paper discusses the similarities and differences between problem solving and creative processes. It is suggested that the combination of craftsmanship, creativity, and efficient problem solving skills together with more than basic mathematical knowledge will help cabinetmakers in adapting and surviving in future unstable labour markets.Peer reviewe

An exploration of longitudinal studies of digital learning

Background: The importance of digital technologies for enhancing learning in formal education settings has been widely acknowledged. In the light of this expectation, it is important to investigate the effects of these technologies on students' learning and development. Purpose: This study explores longitudinal empirical research on digital learning in the context of primary and secondary education. By focusing on a small selection of the peer-reviewed literature, the aim is to examine the kinds of longitudinal study published on this topic during the period 2012-2017 and, thorough categorisation, to bring together insights about the reported influences of digital technology use on students' learning. Design and methods: The databases searched for the purposes of this review were Scopus and Web of Science. Of 1,989 articles, 13 were finally included in the review. Using qualitative content analysis, these were analysed, coded and categorised. Results: The reviewed studies were found to have approached digital learning in different ways: they varied, for example, in terms of research methods and design and the digital technologies used. The studies addressed different aspects of learning, which we assigned to six categories: affection, attitude, and motivation; subject-specific knowledge and skills; transversal skills; learning experience; elements of the learning environment; and identity. We identified both positive and negative influences of technology on learning. Conclusions: This review offers a snapshot of the variety of research in this fast-moving area. The studies we explored were found to approach digital learning from several different perspectives, and no straightforward conclusions can be drawn about the influences of digital technology use on students' learning. We conclude that further longitudinal studies of digital learning are needed, and this study assists by highlighting gaps in the existing literature.Peer reviewe

Promoting Mathematical Thinking in Finnish Mathematics Education

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Tables in the article of Finnish student teachers’ perceptions of their development of 21st-century competencies

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A cross-cultural study of teachers’ relation to curriculum materials

A number of studies show the complex relation between a teacher and curriculum materials influencing teachers’ actions in a mathematics classroom. This study investigates teachers’ relation to mathematics curriculum materials in three different cultural-educational contexts, namely in Sweden and in Finnish- and Swedish-speaking parts of Finland. The results are based on a survey among teachers (N = 603) who work in compulsory schools in these three contexts. The results support the previous findings, which show that curriculum materials are experienced by teachers as a guarantee of good quality in mathematics education, but, at the same time, as a burden. Some notable differences were found between teachers with various experiences in different contexts. The findings are discussed in terms of pedagogical design capacity and the specific character of the three contexts.Peer reviewe

Finnish student teachers' perceptions of their development of 21st-century competencies

This study examined student teachers' perceptions of how well their Teacher Education (TE) had prepared them for 21st-century competencies, and how well they applied these competencies to their teaching. In addition, the study sought to identify best practices, major obstacles, and suggestions to achieve these competencies. The study was implemented in two universities and three universities of applied sciences in Finland that have TE programmes. This study used a mixed-method approach. Data were collected both quantitatively and qualitatively from student teachers (n = 227), who assessed 21st-century competencies with a structured questionnaire that included open-ended questions. Quantitative data analysis used descriptive statistics and correlations, while qualitative data analysis used content analysis. The study found that based on the student teachers' self-assessment, the student teachers achieved successfully 21st-century competencies despite differences between competencies. The best-achieved competency was 'Collaboration' and the least well-achieved was 'Global connections.' The study illustrated student teachers' perception of their success in applying 21st-century competencies to their teaching at schools. Answers to open-ended questions produced convincing evidence that courses involving collaborative and interactive learning, high quality, sufficient support, related 21st-century competencies, certain pedagogical methods used by teacher educators, and integrating theory and practice can contribute strongly to the development of student teachers' 21st-century competencies.Peer reviewe