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- Hemmi, Kirsti, et al.
(author)
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Curricular approaches to algebra in Estonia, Finland and Sweden – : a comparative study
- 2021
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In: Mathematical Thinking and Learning. - : Taylor & Francis. - 1098-6065 .- 1532-7833. ; 23:1, s. 49-71
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Journal article (peer-reviewed)abstract
- The aim of the study is to investigate and compare approaches to algebra in the Estonian, Finnish, and Swedish national core curricula (Grades 1–9). Despite the similarities in the school systems of these neighboring countries, the analysis reveals three quite different curricular approaches. The Estonian approach shows influences of the Russian Davydov School. The Finnish approach to some extent resembles the traditional one whereby algebra is addressed first at the lower secondary level and then in a formal manner. However, there are also characteristics typical of the functional view, which dominates the Swedish curriculum. Here, as opposed to the documents from the other two countries, a transition to more formal sophisticated methods at the secondary level is not visible at all. We discuss the results in relation to earlier research and students’ different learning outcomes in light of international evaluations.
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- Kislenko, Kirsti, et al.
(author)
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Mathematics is important but boring : students' beliefs and attitudes towards mathematics
- 2007
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In: Relating practice and research in mathematics education. - Trondheim : Tapir Academic Press. - 9788251922128 ; , s. 349-360
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Conference paper (peer-reviewed)abstract
- Students' beliefs and attitudes towards mathematics teaching and learning is the focus of the study described in this paper. Some preliminary results from research carried out in Norway in 2005 are given, which focus on first year students in upper secondary school. The answers from the ninth grade students in 2005 are briefly compared with students' responses from 1995 when corresponding data was collected within the KIM project in Norway. Both of these studies use a questionnaire elaborated in 1995. Some of the aspects related to a similar study amongst Estonian students, that will take place in spring 2006, are also discussed.
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- Viholainen, Antti, 1977-, et al.
(author)
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Upper secondary school teachers' views of proof and proving : an explorative cross-cultural study
- 2010
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In: Proceedings of the 16th Conference of Mathematical Views (MAVI16).
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Conference paper (peer-reviewed)abstract
- This paper reports the results of initial explorations about teachers’ views of proofand proving in upper secondary school context in Sweden, Estonia and Finland. Thestudy was carried out in order to develop a questionnaire for a cross-culturalcomparative survey in Baltic countries and Nordic countries with respect of theculture of proof in school mathematics (NorBa Proof Project). The data consistsmainly of teachers’ written responses to some open questions concerning their viewsof proof and the meaning of dealing with proof in upper secondary school context.
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