Beruflich Dokumente
Kultur Dokumente
Introduction
Today Finland is, because of the PISA reults,
famous in the world as a country of excellent
mathematics teaching.
In each PISA comparison (2000, 2003, 2006),
Finland has been in the group of the top three
(cf. Kupiainen & Pehkonen 2008).
This might be a reason why other countries are
interested in our secret weapon, i.e. how the
Finnish educational system functions and what
might be the reasons for our success.
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MATHEMATICS TEACHING
IN FINNISH SCHOOLS
1990
New national
curriculum 1994
2000
Mathematics teaching
A typical Finnish mathematics lesson begins by checking
and going through the last lessons homework.
Following this, the teacher introduces a new topic to be
learnt, e.g. a new calculation method or a geometric
concept, which will then be explored collectively with some
examples.
Then the teacher assigns students some problems from the
textbook to solve individually, in order to make sure that
everything has been understood about the underlining
idea.
At the end of the lesson he/she gives the students new
homework from the textbook.
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MATHEMATICS EDUCATION
RESEARCH AND ITS
INFLUENCE
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Developments
About 30 years ago (in 1974) in connection to
the university study reform, elementary teacher
program was moved from pedagogical high
schools to universities.
At that time eight teacher education units
(Helsinki, Joensuu, Jyvskyl, Oulu,
Rovaniemi, Tampere, Turku, Vaasa) were
established; typically there are a compound of
department of education and department of
teacher education.
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Dissertations
Here we will concentrate on dissertations done in
Finnish school mathematics within the last 25 years
(since 1984, altogether 34 studies).
Most of them are written in Finnish, there are only five
dissertations in English, and two in Swedish.
The dissertations can be roughly divided into six
sections: learning requirements (6), teaching in
elementary school (8), teaching in middle school (7),
teaching in high school (4), university students (4),
mathematics teachers (5).
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Finnish Dissertations
Learning requirements
Kallonen-Rnkk (1984)
Aitola (1989)
Yrjnsuuri (1989)
Malmivuori (2001)
Linnanmki (2002)
Hannula (2004)
Teaching in e lementary
school
Vornanen (1984)
Lindgren (1990)
Sinnemki (1998)
Hggblom (2000)
Niemi (2004)
Rty-Zaborsky (2006)
Leppaho (2007)
Tikkanen (2008)
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University students
Huhtala S. (2000)
Kaasila (2000)
Pietil (2002)
Viholainen (2008)
Mathematics teachers
Kupari (1999)
Huhtala M. (2002)
Lilja (2002)
Perkkil (2002)
Soro (2002)
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Research projects
Here I will focus on some research projects in
mathematics education that have an established
status e.g. by getting finance from the Academy
of Finland, and that might have influenced
mathematics teaching.
The red line in the research program of Erkki
Pehkonen has been the use of open problem
tasks in school; the program is a compound of
three Academy projects.
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Influence of research on
mathematics teaching
Changes happening within 20 years, and the
meaning of research for these changes
The authors have presented results of their
dissertation studies both in Finnish teacher
journals, and during the in-service training
days of the Mathematics Teachers Union
(MAOL).
The meaning of the Association for Research in
Mathematics and Science Teaching
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Conclusion
Although Finland ranked well in all three PISA
comparisons (2000, 2003, 2006), a closer look at the
results shows that the Finnish achievement level in
many basic tasks of the PISA tests was only 5070 % or
less (cf. Kupiainen & Pehkonen 2008, 130).
The fact that the other countries achievements were
still worse, does not make the Finnish achievement
good.
It only shows that the level of mathematics teaching in
all countries should be raised, also in Finland.
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Perspectives in Finland
Now we can ponder, to which direction and how far we
are moving on a short time interval.
In Finnish mathematics teaching the direction seems to
be to more individualizing in the comprehensive school,
and mass teaching in the secondary schools.
Teachers try to balance between large teaching groups
and those children who demand special attention.
Even more such children are coming to school who are
accustomed to have the unshared attention of their
parents and who have difficulties in their social
relationships.
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My evaluation
The direction to emphasize problem-solving and selfinitiativeness seems to be a correct one.
But problem-solving should be used as a teaching
method, and not only to solve separate problems.
All new information should not be given in a ready
form, but the teacher should lead pupils via selfinitiative thinking to learning objectives.
Problem posing is in a near connection to such a
teaching style.
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