Showing items with similar title or keywords.

• Teaching Early Mathematical Skills to 3- to 7-Year-Old Children : Differences Related to Mathematical Skill Category, Children’s Age Group and Teachers’ Characteristics 

  Parviainen, Piia; Eklund, Kenneth; Koivula, Merja; Liinamaa, Tarja; Rutanen, Niina (Springer, 2022)

  This study explored teaching early mathematical skills to 3- to 7-year-old children in early childhood education and care (ECEC) and pre-primary education. Teachers in ECEC (N = 206) answered a web survey. The first aim ...

• Automated Checking of Flexible Mathematical Reasoning in the Case of Systems of (In)Equations and the Absolute Value Operator 

  Valmari, Antti (SCITEPRESS - Science and Technology Publications, 2021)

  We present an approach and a tool for automatically providing feedback on solutions that involve complicated reasoning patterns. Currently the tool supports linear systems of equations and inequations that may also contain ...

• Mathematical thinking and understanding in learning of mathematics 

  Joutsenlahti, Jorma; Perkkilä, Päivi (LUMA Centre Finland, 2022)

  The concept “mathematical thinking” can be found in several studies of mathematics education, in national curricula or in media during the decades all over the world. We searched words “mathematical thinking” from the ...

• Student teachers’ types of probing questions in inquiry-based mathematics teaching with and without GeoGebra 

  Hähkiöniemi, Markus (Taylor & Francis, 2017)

  Previous studies have produced several typologies of teacher questions in mathematics. Probing questions that ask students to explain are often included in the types of questions. However, only rare studies have created ...

• Sustainability Development in Mathematics Education : A Case Study of What Kind of Meanings Do Prospective Class Teachers Find for the Mathematical Symbol “2/3”? 

  Joutsenlahti, Jorma; Perkkilä, Päivi (MDPI AG, 2019)

  In this article, our focus is on sustainable development in mathematics education from the point of view of teacher training. The aim was to develop prospective teachers’ content knowledge and pedagogical content knowledge ...