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Faarinen, Ewa-Charlotte
Publications (3 of 3) Show all publications
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.
Open this publication in new window or tab >>Swedish Fifth and Sixth Graders’ Motivational Values and the Use of ICT in Mathematics Education
2019 (English)In: Eurasia Journal of Mathematics, Science and Technology Education, ISSN 1305-8223, Vol. 15, no 12, article id em1776Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Modestum, 2019
Keywords
expectancy-value theory of achievement motivation, ICT, mathematics, self-efficacy
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-74065 (URN)10.29333/ejmste/108533 (DOI)2-s2.0-85074264899 (Scopus ID)
Note

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

Available from: 2019-05-28 Created: 2019-05-28 Last updated: 2019-11-20Bibliographically approved
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.
Open this publication in new window or tab >>På spaning efter teknikmedvetenhet hos lärare
2018 (Swedish)In: Tekniken i skolan, Luleå, 25:e september, 2018, 2018Conference paper, Oral presentation only (Other academic)
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. 

National Category
Pedagogical Work
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-71188 (URN)
Conference
Tekniken i skolan
Note

Presentation med workshop

Available from: 2018-10-12 Created: 2018-10-12 Last updated: 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
Open this publication in new window or tab >>Swedish Primary and Preprimary Student Teachers' Views Of Using Digital Tools in Preprimary Mathematics Education
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2018 (English)In: Journal of Technology and Information Education, ISSN 1803-537X, Vol. 10, no 2, p. 16-23Article in journal (Refereed) 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.

Keywords
a digital tool, ICT, mathematics education, preprimary, primary, view.
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-70617 (URN)10.5507/jtie.2018.007 (DOI)
Available from: 2018-08-28 Created: 2018-08-28 Last updated: 2019-04-12Bibliographically approved
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