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Tétel Szabadon hozzáférhető Comparative survey on pupils' beliefs of mathematics teaching in Finland and Ukraine(2005-06-01) Pehkonen, Erkki; Rakov, SergeyThe focus of this comparative survey was the following research question: What are the differences and similarities in pupils' beliefs in mathematics between Finland and Ukraine? Data were gathered with the help of a questionnaire. The questionnaire consists of 32 structured statements about mathematics teaching for which the pupils were asked to rate their beliefs on a 5-step scale. The Finnish sample comprised 255 pupils, and the Ukrainian sample 200 pupils. Our data has been gathered with a non-probabilistic convenience sampling. The main results of our survey are, as follows: Generally, pupils' beliefs of mathematics teaching and learning in Finland and Ukraine are rather far from similar. An investigation of the differences between pupils' answers across the two countries also showed beliefs that are characteristic for each country. For pupils in Finland, the characteristic beliefs seem to be, as follows: the value of strict discipline, working in small groups, and the idea that all understand. For pupils in Ukraine, the most characteristic might be the following beliefs: the use of learning games, the emphases of mathematical concepts, and teachers' explanations.Tétel Szabadon hozzáférhető Developing a method to determine teachers’ and pupils’ activities during a mathematics lesson(2016-06-01) Ahtee, Maija; Pehkonen, Erkki; Laine, Anu; Näveri, Liisa; Hannula, Markku S.; Tikkanen, PirjoThird-graders from nineteen classrooms (N = 316) were asked to draw a picture on a mathematics lesson. Based on these drawings we have developed a data analysing method that allows us to find out how pupils present both their teacher's and their classmates' activities in their drawings. Two inventories were formed that contain, respectively, teachers' and pupils' activities during a mathematics lesson as seen in the pupils' drawings. The first inventory contains 14 separate items organized into six groups that contain teacher activities like asking questions and giving feedback on mathematics. Ten of the items are related to teaching and the rest contain items like keeping order in addition to the teacher's location in the classroom. Respectively, pupils' activities are organized into five groups that contain altogether 22 items. These contain the activities of a single pupil, and also pupil-teacher and pupil-pupil discussions on mathematics.Tétel Szabadon hozzáférhető Evaluating admission procedures for teacher education in Finland(2008-06-01) Kaasila, Raimo; Hannula, Markku S.; Laine, Anu; Pehkonen, ErkkiIn Finland the number of applicants for elementary teacher education is many times greater than the number of accepted persons. In this article we focus on the significance of the entrance examination procedures at three Finnish universities. Our findings imply that the differing admission procedures at the institutions yielded different student profiles. The test component "mathematics-science" used on the entrance examination in Turku was found to be a significant separating factor, but also the applicants' mathematics achievement in upper secondary school seems to be an applicable criterion for developing admission procedures.Tétel Szabadon hozzáférhető Levels of students' understanding on infinity(2006-12-01) Hannula, Markku S.; Pehkonen, Erkki; Maijala, Hanna; Soro, RiittaHere we report some results of a two-year study for grades 5-6 and 7-8 (during the academic years 2001-03). The study included a quantitative survey for approximately 150 Finnish mathematics classes out of which 10 classes were selected to a longitudinal part of the study. Additionally, 40 students from these classes participated also a qualitative study. This paper will focus on students' understanding of infinity and the development of that understanding. The results show that most of the students did not have a proper view of infinity but that the share of able students grew, as the students got older.