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[{"key": "dc.contributor.author", "value": "Kupari, Pekka", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2020-10-20T07:03:36Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2020-10-20T07:03:36Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "1999", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.isbn", "value": "978-951-39-8364-2", "language": null, "element": "identifier", "qualifier": "isbn", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/72265", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The study examines the beliefs that Finnish comprehensive school mathematics teachers hold about mathematics and about learning and teaching it, and the important role that these beliefs play in the teaching of mathematics. The study is linked with a subject field that has been discussed animatedly on an international level for more than ten years. However, the present study looks for answers to the questions it addresses specifically from the perspective of Finnish teaching culture. In this way the study attempts to describe and understand the instructional practices of mathematics teachers and the preconditions under which these practices develop and change. The theoretical foundations of the study consist of a conceptual analysis of beliefs and belief systems and a theory of teachers' thinking and decision-making that describes the way in which a teacher's beliefs are transmitted. Beliefs are here considered to be connected with a teacher's teaching practices and, through the studying process, also with pupils' activities and learning. The social context of the school community is an important factor in the construction of beliefs. Within a school community teachers are constantly interacting with one another and with pupils, which not only creates opportunities for but also acts as a restraint on both the preservation of prevailing beliefs and the emergence of new ones. The empirical data of the study were collected in connection with the National Assessment Studies carried out in Finland in the 1990s and comprise three parts. In 1990 the subjects were class teachers of Grades 4 and 6 of the Finnish comprehensive school (N=108) and subject teachers teaching Grade 9 (N=65). The second stage of the study in 1995 covered only subject teachers teaching Grade 9 (N=68), of which 15 had taken part also in the 1990 study. In these first two stages of the study the data were gathered by using belief questionnaires. Further, in spring 1996 the subject was explored in greater depth through thematic interviews with four teachers. The questionnaire data were analysed using not only the usual statistical procedures but also more recent methods of statistical analysis. The findings of the study showed that mathematics teachers hold relatively strong beliefs about mathematics. These beliefs emphasise particularly the importance of thinking and of setting pupils tasks involving problems that give them scope for independent reflection and encourage them to look for a number of potential solutions. Both the class teachers and the subject teachers had multidimensional belief structures: their beliefs were based on several different factors rather than on one single type of belief. All belief structures featured an emphasis on practical exercises, something that may be considered an aspect of the traditional idea of mathematics and of traditional teaching methods. On the other hand, another prominent ingredient of the teachers' beliefs was learner orientation, a special focus of the constructivist conception of learning. The simultaneous prevalence and vigour of such different or even conflicting beliefs is made possible by the fact that belief systems allow for the existence of competing beliefs. Despite being multidimensional and in part contradictory, the teachers' mathematical beliefs were quite stable and changed little over the course of five years. A very obvious factor underpinning this constancy are such core beliefs as faith in a mastery of basic computational skills, in a great deal of practical exercises and in an exact use of mathematical language, which are deeply rooted and seem tenacious. No very strong links were found between beliefs and teaching practices. The teachers' beliefs were transmitted to their pupils' learning outcomes in the sense that strong beliefs concerning the centrality of practical exercises led to a deterioration in the pupils' learning outcomes. The findings of the study suggest that it is fruitless to simply demand that teachers must bring their teaching of mathematics into line with new conceptions of learning and curricula. Teaching methods and beliefs cannot be changed by compulsion or instantly. Only teachers' own active participation makes changing beliefs and also practices possible. Accordingly, the essential thing is creating opportunities for and situations conducive to changing one's beliefs. Here teacher education and more long-term development projects are a central factor. Helping trainees become aware of their own beliefs and present arguments for their reasonableness and validity should be seen as one of the most important challenges facing teachers' pre-service and in-service training. Without such an awareness, at their worst training events and development projects merely perpetuate prevailing teaching practices. Because changes in teaching involve a demanding and long-term process, it is crucial from the perspective of teachers' professional development to create within schools environments for teachers' active interaction. If teachers are able discuss their experiences from using different teaching methods with each other, even profound changes in attitudes and beliefs are possible. Such changes are yet more permanent if teachers are able to observe the effects of an approach or method also in their pupils' learning outcomes. Another important factor is enhancing teachers' content and pedagogical knowledge and developing assessment practices.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimuksessa tarkastellaan peruskoulun matematiikan opettajien uskomuksia matematiikasta, sen oppimisesta ja opetuksesta sek\u00e4 n\u00e4iden uskomusten merkityst\u00e4 matematiikan opetukselle. Tutkimus liittyy aihealueeseen, joka on ollut jo runsaan kymmenen vuoden ajan vilkkaan kansainv\u00e4lisen keskustelun kohteena. T\u00e4ss\u00e4 ty\u00f6ss\u00e4 tutkimuskysymyksiin haetaan kuitenkin vastauksia nimenomaan suomalaisen opetuskulttuurin n\u00e4k\u00f6kulmasta. N\u00e4in tutkimus pyrkii hahmottamaan ja ymm\u00e4rt\u00e4m\u00e4\u00e4n matematiikan opettajien opetustoimintaa sek\u00e4 sen kehittymisen ja muuttumisen ehtoja. Tutkimuksen teoreettisen perustan muodostavat uskomusten ja uskomusj\u00e4rjestelmien k\u00e4sitteellinen j\u00e4sent\u00e4minen ja toisaalta opettajien ajattelua ja p\u00e4\u00e4t\u00f6ksentekoa koskeva teoria, joka kuvaa opettajan uskomusten v\u00e4littymist\u00e4. Uskomuksilla n\u00e4hd\u00e4\u00e4n olevan seuraamuksia opettajan opetusk\u00e4yt\u00e4nt\u00f6ihin ja opiskeluprosessin kautta my\u00f6s oppilaiden toimintoihin ja oppimiseen. Kouluyhteis\u00f6n sosiaalisella kontekstilla on my\u00f6s oma t\u00e4rke\u00e4 merkityksens\u00e4 uskomusten rakentumisessa. Kouluyhteis\u00f6n sis\u00e4ll\u00e4 opettajat ovat jatkuvassa vuorovaikutuksessa kesken\u00e4\u00e4n ja oppilaidensa kanssa, ja t\u00e4m\u00e4 luo sek\u00e4 mahdollisuuksia ett\u00e4 rajoituksia niin vallitsevien uskomusten s\u00e4ilymiselle kuin uusien ajatusten viri\u00e4miselle. Tutkimuksen empiirinen aineisto on ker\u00e4tty 1990-luvulla toteutettujen kansallisten arviointitutkimusten yhteydess\u00e4 ja se koostuu kolmesta osasta. Vuonna 1990 tutkimukseen osallistui peruskoulun 4. ja 6. luokan luokanopettajia (N=108) ja 9. luokan aineenopettajia (N=65). Tutkimuksen toisessa vaiheessa vuonna 1995 mukana oli vain 9. luokan aineenopettajia (N=68), joista 15 oli samoja kuin vuonna 1990. N\u00e4m\u00e4 tutkimusosuudet suoritettiin kyselytutkimuksena. Kev\u00e4\u00e4ll\u00e4 1996 tutkimusaineistoa syvennettiin viel\u00e4 nelj\u00e4n opettajan teemahaastattelulla. Kyselyaineistojen k\u00e4sittelyss\u00e4 k\u00e4ytettiin tavanomaisten tilastollisten menetelmien lis\u00e4ksi my\u00f6s uudempia tilastollisia analysointimenetelmi\u00e4. Tutkimuksen tulokset osoittivat, ett\u00e4 matematiikan opettajilla on verraten vahvoja matematiikkauskomuksia. Uskomuksissa korostuivat erityisesti ajattelemisen t\u00e4rkeys ja sellaisten ongelmateht\u00e4vien k\u00e4sittely, joissa oppilaille annetaan tilaa ja rohkaisua omakohtaiselle pohtimiselle ja erilaisten ratkaisumahdollisuuksien etsimiselle. Sek\u00e4 luokanopettajien ett\u00e4 aineenopettajien uskomusrakenteet olivat monidimensioiset: uskomukset rakentuivat pikemminkin monista osatekij\u00f6ist\u00e4 kuin yhdest\u00e4 yksitt\u00e4isest\u00e4 uskomustyypist\u00e4. Kaikissa uskomusrakenteissa oli vahvana esill\u00e4 harjoittelukeskeisyys, jonka voi n\u00e4hd\u00e4 liittyv\u00e4n perinteiseen matematiikkakuvaan ja opetustapaan. Toisaalta opettajien uskomuksissa ilmeni my\u00f6s selke\u00e4sti oppijakeskeisyys, jota konstruktivistinen oppimisk\u00e4sitys erityisesti korostaa. T\u00e4llaiset erilaiset, jopa kesken\u00e4\u00e4n ristiriitaiset uskomukset voivat yht\u00e4aikaisesti olla vallitsevia ja elinvoimaisia, koska uskomusj\u00e4rjestelm\u00e4t sallivat kesken\u00e4\u00e4n kilpailevien uskomusten olemassaolon. Siit\u00e4 huolimatta, ett\u00e4 opettajien matematiikkauskomuksissa ilmeni monimuotoisuutta ja my\u00f6s ristiriitaisuuksia, niin uskomukset olivat hyvin vakaita ja muuttuivat vain v\u00e4h\u00e4n viiden vuoden aikana. T\u00e4t\u00e4 muuttumattomuutta pitiv\u00e4t mit\u00e4 ilmeisimmin yll\u00e4 sellaiset ydinuskomukset, kuten luottamus laskemisen perustekniikoiden hallintaan, runsaaseen harjoitteluun ja t\u00e4sm\u00e4lliseen kielenk\u00e4ytt\u00f6\u00f6n, jotka ovat syv\u00e4lle juurtuneita ja joista opettajat n\u00e4ytt\u00e4v\u00e4t pit\u00e4v\u00e4n tiukasti kiinni. Uskomusten ja opetusk\u00e4yt\u00e4nn\u00f6n v\u00e4lill\u00e4 ei havaittu kovin vahvoja yhteyksi\u00e4. Opettajien uskomusten v\u00e4littyminen oppilaiden oppimistuloksiin n\u00e4kyi siten, ett\u00e4 vahvat harjoittelukeskeisyyden uskomukset ilmeniv\u00e4t heikompina oppimistuloksina. Tutkimuksen perusteella on hedelm\u00e4t\u00f6nt\u00e4 pelk\u00e4st\u00e4\u00e4n vaatia, ett\u00e4 opettajien tulee muuttaa matematiikan opetuksensa uusien oppimisk\u00e4sitysten ja opetussuunnitelmien mukaiseksi. Opetustavat ja uskomukset eiv\u00e4t muutu pakolla eiv\u00e4tk\u00e4 hetkess\u00e4. Ainoastaan opettajien oma osallisuus ja aktiivisuus tekee uskomusten ja my\u00f6s toiminnan muuttumisen mahdolliseksi. Olennaista onkin luoda mahdollisuuksia ja olosuhteita uskomusten muuttumiselle. Opettajien koulutus ja pitk\u00e4kestoisemmat kehitt\u00e4mishankkeet ovat t\u00e4ss\u00e4 t\u00e4rke\u00e4ss\u00e4 asemassa. Opettajien perus- ja t\u00e4ydennyskoulutuksen yksi t\u00e4rkeimmist\u00e4 haasteista olisi auttaa koulutettavia tulemaan tietoisiksi omista uskomuksistaan ja esitt\u00e4m\u00e4\u00e4n perusteluja n\u00e4iden uskomusten j\u00e4rkevyydest\u00e4 ja p\u00e4tevyydest\u00e4. Ilman t\u00e4t\u00e4 tiedostamista koulutustilaisuudet ja kehitt\u00e4mishankkeet ovat huonoimmillaan vallitsevan opetustavan ikuistamista. Koska opetuksen muuttuminen on vaativa ja pitk\u00e4kestoinen prosessi, on aktiivisen vuorovaikutusymp\u00e4rist\u00f6n luominen koulun sis\u00e4lle olennaisen t\u00e4rke\u00e4 opettajien ammatillisen kehittymisen kannalta. Jos opettajat voivat yhdess\u00e4 vaihtaa kokemuksia erilaisten opetusmenetelmien k\u00e4yt\u00f6st\u00e4, niin suuretkin asenne- ja uskomusmuutokset ovat mahdollisia. Muutokset ovat viel\u00e4 pysyv\u00e4mpi\u00e4, mik\u00e4li opettajat voivat havaita kokeilemansa l\u00e4hestymistavan tai menetelm\u00e4n vaikutukset jopa oppilaidensa oppimisessa. My\u00f6s opettajien sis\u00e4ll\u00f6llisen ja pedagogisen tiet\u00e4myksen kohottamisella ja arvioinnin kehitt\u00e4misell\u00e4 on t\u00e4rke\u00e4 merkitys opetuksen uudistumisessa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Harri Hirvi (hirvi@jyu.fi) on 2020-10-20T07:03:36Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2020-10-20T07:03:36Z (GMT). No. of bitstreams: 0\n Previous issue date: 1999", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.relation.ispartofseries", "value": "Jyv\u00e4skyl\u00e4n yliopisto. Koulutuksen tutkimuslaitos. Tutkimuksia", "language": null, "element": "relation", "qualifier": "ispartofseries", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": null, "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "asenteet", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "ennakkoluulot", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "k\u00e4sitykset", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "matematiikka", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "mielipiteet", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "ongelmanratkaisu", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "opettajat", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "opetus", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "oppiminen", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "peruskoulu", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.subject", "value": "uskomukset", "language": "", "element": "subject", "qualifier": null, "schema": "dc"}, {"key": "dc.title", "value": "Laskutaitoharjoittelusta ongelmanratkaisuun : matematiikan opettajien matematiikkauskomukset opetuksen muovaajina", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "doctoral thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:ISBN:978-951-39-8364-2", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_db06", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "doctoralThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.date.digitised", "value": "2020", "language": null, "element": "date", "qualifier": "digitised", "schema": "dc"}]
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