La révolution mathématique au XVIIe siècle by Evelyne Barbin

By Evelyne Barbin

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Since the use of open-ended problems is difficult for most teachers, its learning takes time. However, there are other studies showing that such changes can also be very rapid (cf. Liljedahl 2010). 1 Focus of the study The main question to be answered is the following: How do the teachers themselves perceive their conceptions about mathematics and teaching of mathematics have changed during the project? 3 Implementation of the study The project is ongoing and will be implemented as a three-year (2010–13) follow-up study in the elementary school using quasi-experimental design.

Grades 7–9); today there is one additional weekly lesson for grade 9. Therefore, teachers are not very eager to 36 Susanna Oksanen, Erkki Pehkonen, Markku S. Hannula use their teaching time to anything else, but to concentrate on the basic mathematics, during their few mathematics lessons. 2 Change factors in the Finnish system When we start to look for explanations for the changes observed, one big change is the “new math” movement that was implemented also in Finland in the 1970’s. It was called “new math”, since teaching of structural mathematics was there in the paramount position, and teaching set theory was in the very center.

A questionnaire with 77 statements was built in connection with an international NorBa study (Nordic-Baltic Comparative Research in Mathematics Education). The questionnaire included seven modules, one of which included 24 ‘Dionné items’ from the questionnaire 1987-1988. We removed from our analysis two items that were considered unreliable for comparison because they had changed in their wording. Theoretical background, development and structure of the questionnaire as well as the sample items for first three modules are described more thoroughly in the previous papers (Lepik & Pipere, 2011; Hannula, Lepik, Pipere & Tuohilampi, 2012).

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