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dc.contributor.authorJoutsenlahti, Jorma
dc.contributor.authorPerkkilä, Päivi
dc.date.accessioned2019-01-18T08:45:24Z
dc.date.available2019-01-18T08:45:24Z
dc.date.issued2019fi
dc.identifier.citationJoutsenlahti, J., & Perkkilä, P. (2019). Sustainability Development in Mathematics Education : A Case Study of What Kind of Meanings Do Prospective Class Teachers Find for the Mathematical Symbol “2/3”?. <em>Sustainability</em>, 11 (2), 457. <a href="https://doi.org/10.3390/su11020457">doi:10.3390/su11020457</a>fi
dc.identifier.otherTUTKAID_80394
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/62540
dc.description.abstractIn 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 of school mathematics. As a case study, we chose the mathematical symbol “a/b”, and examined how prospective class teachers in Finland connect it to the concepts of fraction, ratio, division, rational number or probability. Mathematics textbooks often have a central role in lessons, and they affect strongly how pupils understand concepts and the relationships between them. We chose languaging as a multi-semiotic approach to interpreting what kind of meanings the prospective class teachers gave the mathematical symbol “a/b”. The results show that some of these concepts are difficult to see at the same time from the given mathematical symbol. The concept of ratio is particularly difficult for prospective class teachers to interpret. Pictorial presentation supported the interpretations. Mathematics learning materials and teacher education should develop in accordance with the results of the study.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherMDPI AG
dc.relation.ispartofseriesSustainability
dc.rightsCC BY 4.0
dc.subject.othermatematiikkafi
dc.subject.otheropetusfi
dc.subject.otheropettajankoulutusfi
dc.subject.otherpedagogiikkafi
dc.subject.othermatemaattiset käsitteetfi
dc.subject.othersemantiikkafi
dc.subject.othersemiotiikkafi
dc.subject.otherfractionsfi
dc.subject.othermulti-semiotic approachfi
dc.subject.otherlanguagingfi
dc.subject.otherprospective class teacherfi
dc.subject.othercontent knowledgefi
dc.subject.otherpedagogical content knowledgefi
dc.titleSustainability Development in Mathematics Education : A Case Study of What Kind of Meanings Do Prospective Class Teachers Find for the Mathematical Symbol “2/3”?fi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201901171229
dc.contributor.laitosKokkolan yliopistokeskus Chydeniusfi
dc.contributor.laitosKokkola University Consortium Chydeniusen
dc.contributor.oppiaineKasvatustiede
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-01-17T10:15:12Z
dc.description.reviewstatuspeerReviewed
dc.relation.issn2071-1050
dc.relation.numberinseries2
dc.relation.volume11
dc.type.versionpublishedVersion
dc.rights.copyright© 2019 by the authors.
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/su11020457


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