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- Tossavainen, Timo, et al.
(författare)
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Explorations of Finnish mathematics students' beliefs about the nature of mathematics
- 2017
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Ingår i: Far East Journal of Mathematical Education. - : Pushpa Publishing House. - 0973-5631. ; 17:3, s. 105-120
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Tidskriftsartikel (refereegranskat)abstract
- According to certain surveys made in Germany, mathematics can be seen either as a stagnant structure (formalism-related orientation), a collection of rules, formulas and methods (scheme-related orientation), an active and creative construction process (process-related orientation), or as a method of describing the real world (application- related orientation). We examine how a twenty-item test of students’ orientations for students’ beliefs on the nature of mathematics, which was developed in the German context, translates to the Finnish culture remaining validity. Altogether 310 first-year students from three Finnish universities took part in the study. We apply confirmatory factor analysis to reveal that a slightly modified version the translated questionnaire is applicable also in the Finnish context. Using data collected with the translated questionnaire, we construct a binary regression models to predict students’ choosing between a technical and an ordinary university, and how probability that a student chooses teacher’s study programme slightly decreases if the static view grows stronger in his/her view of mathematics. Further, we see that all four orientations exist almost equally strong in the Finnish students’ beliefs.
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| 2. |
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| 3. |
- Viholainen, Antti, et al.
(författare)
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University mathematics students’ self-efficacy beliefs about proof and proving
- 2019
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Ingår i: LUMAT International Journal of Math, Science and Technology Education. - : University of Helsinki, Finland and LUMA Centre Finland. - 2323-7104. ; 7:1, s. 148-164
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Tidskriftsartikel (refereegranskat)abstract
- We examine university students’ motivation and self-efficacy beliefs about proof and proving, i.e., beliefs about personal abilities to understand, construct and present mathematical proofs, as well as their certainty about self-produced proofs. The sample of the study consists of 29 Finnish and Swedish students who were studying mathematics in tertiary level. The results show that the students were highly motivated to learn to understand and construct proofs, but they were more uncertain about their proving skills. Moreover, the study revealed reasons for the uncertainty about proving achievements. Most of the reasons are caused bydeficiencies with respect to knowledge of, understanding about or experience from proof and proving.
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