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  • 1.
    Högström, Per
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Faarinen, Ewa-Charlotte
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    På spaning efter teknikmedvetenhet hos lärare2018In: Tekniken i skolan, Luleå, 25:e september, 2018, 2018Conference paper (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. 

  • 2.
    Tossavainen, Timo
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Faarinen, Ewa-Charlotte
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Swedish Fifth and Sixth Graders’ Motivational Values and the Use of ICT in Mathematics Education2019In: Eurasia Journal of Mathematics, Science and Technology Education, ISSN 1305-8223, Vol. 15, no 12, article id em1776Article in journal (Refereed)
    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.

  • 3.
    Tossavainen, Timo
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Johansson, Maria
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Faarinen, Ewa-Charlotte
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Klisinska, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Tossavainen, Anne
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Swedish Primary and Preprimary Student Teachers' Views Of Using Digital Tools in Preprimary Mathematics Education2018In: Journal of Technology and Information Education, ISSN 1803-537X, Vol. 10, no 2, p. 16-23Article in journal (Refereed)
    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.

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