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Faarinen, Ewa-Charlotte
Publikationer (3 of 3) Visa alla publikationer
Tossavainen, T. & Faarinen, E.-C. (2019). Swedish Fifth and Sixth Graders’ Motivational Values and the Use of ICT in Mathematics Education. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), Article ID em1776.
Öppna denna publikation i ny flik eller fönster >>Swedish Fifth and Sixth Graders’ Motivational Values and the Use of ICT in Mathematics Education
2019 (Engelska)Ingår i: Eurasia Journal of Mathematics, Science and Technology Education, ISSN 1305-8223, Vol. 15, nr 12, artikel-id em1776Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

We study Swedish fifth and sixth graders and the distributions of their motivational values related to studying mathematics with paper and pencil vs. with ICT. Our results show that choosing between these approaches significantly affects the distribution of pupils ’ motivational values; pupils express higher attainment, utility, and cost values when studying mathematics with paper and pencil is concerned. In general, girls express higher motivation in mathematics than boys do. The utility value is the only significant predictor for the view that studying with ICT makes their learning of mathematics qualitatively better. The Swedish fifth and sixth graders also motivated to study mathematics with ICT, yet the distributions of values differ across the genders; boys may benefit more from studying with ICT. Girls seem to need more and a different kind of encouragement than boys to find using ICT in mathematics education meaningful.

Ort, förlag, år, upplaga, sidor
Modestum, 2019
Nyckelord
expectancy-value theory of achievement motivation, ICT, mathematics, self-efficacy
Nationell ämneskategori
Didaktik
Forskningsämne
Matematik och lärande
Identifikatorer
urn:nbn:se:ltu:diva-74065 (URN)10.29333/ejmste/108533 (DOI)2-s2.0-85074264899 (Scopus ID)
Anmärkning

Validerad;2019;Nivå 2;2019-08-20 (johcin)

Tillgänglig från: 2019-05-28 Skapad: 2019-05-28 Senast uppdaterad: 2019-11-20Bibliografiskt granskad
Högström, P. & Faarinen, E.-C. (2018). På spaning efter teknikmedvetenhet hos lärare. In: Tekniken i skolan, Luleå, 25:e september, 2018: . Paper presented at Tekniken i skolan.
Öppna denna publikation i ny flik eller fönster >>På spaning efter teknikmedvetenhet hos lärare
2018 (Svenska)Ingår i: Tekniken i skolan, Luleå, 25:e september, 2018, 2018Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Abstract [sv]

Presenteration av forskningsresultat med relation till teknikundervisning i förskola och skola.  Diskussion om hur forskning och undervisningspraktik kan mötas och vilka kontaktytor som därigenom kan skapas. Diskussion om innovativa lösningar för praxisnära forskning och strategier för samverkan. 

Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:ltu:diva-71188 (URN)
Konferens
Tekniken i skolan
Anmärkning

Presentation med workshop

Tillgänglig från: 2018-10-12 Skapad: 2018-10-12 Senast uppdaterad: 2018-10-12
Tossavainen, T., Johansson, M., Faarinen, E.-C., Klisinska, A. & Tossavainen, A. (2018). Swedish Primary and Preprimary Student Teachers' Views Of Using Digital Tools in Preprimary Mathematics Education. Journal of Technology and Information Education, 10(2), 16-23
Öppna denna publikation i ny flik eller fönster >>Swedish Primary and Preprimary Student Teachers' Views Of Using Digital Tools in Preprimary Mathematics Education
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2018 (Engelska)Ingår i: Journal of Technology and Information Education, ISSN 1803-537X, Vol. 10, nr 2, s. 16-23Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Our study surveys Swedish primary and preprimary student teachers' (n=94) views of content and methods of mathematics education in preschool and, especially, of using digital tools in preprimary mathematics education. The views related to digital tools turned out to be clearly positive in general. Students who are strongly for using digital tools are also more sure in saying that mathematics education in preschool should be fun. However, they agree less with the claims such as mathematics lessons should be structured, or that the responsibility for the mathematics education of small children belongs mainly to their parents. Those students who were quite strongly for using digital tools agreed less with the claim that mathematics is one of the most important areas of preprimary education. The willingness to take responsibility for children's mathematical education from the parents was the most significant single factor to explain the participants' opinions about using digital tools.

Nyckelord
a digital tool, ICT, mathematics education, preprimary, primary, view.
Nationell ämneskategori
Didaktik
Forskningsämne
Matematik och lärande
Identifikatorer
urn:nbn:se:ltu:diva-70617 (URN)10.5507/jtie.2018.007 (DOI)
Tillgänglig från: 2018-08-28 Skapad: 2018-08-28 Senast uppdaterad: 2019-04-12Bibliografiskt granskad
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