Investigation of Finnish and German 9th grade students’ personal meaning to mathematics

Neruja Suriakumaran, Maike Vollstedt, Markku S. Hannula

Tutkimustuotos: KonferenssimateriaalitKonferenssiesitys

Kuvaus

Learners long to assign personal meaning, understood as personal relevance (Vollstedt, 2011), to mathematical contents and learning mathematics. Personal meanings em-body students’ subjective motives to deal with mathematics in a school context. This research project focuses on a comparison of personal meanings students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Finland has been renowned for its high performing students in international compara-tive studies. However, in PISA 2015 Finnish students’ mathematics performance (low correlation with their socio-economic status) had rapidly decreased compared to the former PISA studies, and Finland is now just barely ahead of Germany (OECD, 2018). On the other hand, Germany has parallel schooling systems and an early selection to tracks according to students’ academic performance while Finland has a comprehen-sive education for all (grades 1-9). Based on these facts a comparison between Finnish and German students’ personal meanings would be fruitful to consider them in order to plan the mathematics lessons accordingly. Hence, the research question is: • Where are differences and similarities between patterns of personal meaning found within the samples from Finland and Germany? The sample comprises 237 Finnish and 188 German 9th graders. The survey consists out of 17 scales that are based on Vollstedt’s (2011) theory of personal meaning. The German version was translated into Finnish. Using IRT partial credit models, the psychometric properties of the scales were found to be good. The estimated variances ranged from 0.49 to 5.73 (FIN) and from 0.58 to 5.30 (GER) with most values around or above 1. Scale reliabilities ranged from an acceptable .65 to a very good .88 (FIN) and .68 to .85 (GER). As statistical procedure, differential item functioning (DIF) analysis was conducted to compare the two groups’ (FIN and GER) answers. In the presentation, further results will be discussed in detail.
Alkuperäiskielienglanti
Sivut167
Sivumäärä1
TilaJulkaistu - 2018
OKM-julkaisutyyppiEi sovellu
TapahtumaPME42 : The 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education - Umeå, Sweden, Umeå, Ruotsi
Kesto: 3 heinäkuuta 20188 heinäkuuta 2018
http://www.pme42.se/

Konferenssi

KonferenssiPME42
LyhennettäPME42
MaaRuotsi
KaupunkiUmeå
Ajanjakso03/07/201808/07/2018
www-osoite

Tieteenalat

  • 516 Kasvatustieteet

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Suriakumaran, N., Vollstedt, M., & Hannula, M. S. (2018). Investigation of Finnish and German 9th grade students’ personal meaning to mathematics. 167. Julkaisun esittämispaikka: PME42 , Umeå, Ruotsi.
Suriakumaran, Neruja ; Vollstedt, Maike ; Hannula, Markku S. / Investigation of Finnish and German 9th grade students’ personal meaning to mathematics. Julkaisun esittämispaikka: PME42 , Umeå, Ruotsi.1 Sivumäärä
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title = "Investigation of Finnish and German 9th grade students’ personal meaning to mathematics",
abstract = "Learners long to assign personal meaning, understood as personal relevance (Vollstedt, 2011), to mathematical contents and learning mathematics. Personal meanings em-body students’ subjective motives to deal with mathematics in a school context. This research project focuses on a comparison of personal meanings students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Finland has been renowned for its high performing students in international compara-tive studies. However, in PISA 2015 Finnish students’ mathematics performance (low correlation with their socio-economic status) had rapidly decreased compared to the former PISA studies, and Finland is now just barely ahead of Germany (OECD, 2018). On the other hand, Germany has parallel schooling systems and an early selection to tracks according to students’ academic performance while Finland has a comprehen-sive education for all (grades 1-9). Based on these facts a comparison between Finnish and German students’ personal meanings would be fruitful to consider them in order to plan the mathematics lessons accordingly. Hence, the research question is: • Where are differences and similarities between patterns of personal meaning found within the samples from Finland and Germany? The sample comprises 237 Finnish and 188 German 9th graders. The survey consists out of 17 scales that are based on Vollstedt’s (2011) theory of personal meaning. The German version was translated into Finnish. Using IRT partial credit models, the psychometric properties of the scales were found to be good. The estimated variances ranged from 0.49 to 5.73 (FIN) and from 0.58 to 5.30 (GER) with most values around or above 1. Scale reliabilities ranged from an acceptable .65 to a very good .88 (FIN) and .68 to .85 (GER). As statistical procedure, differential item functioning (DIF) analysis was conducted to compare the two groups’ (FIN and GER) answers. In the presentation, further results will be discussed in detail.",
keywords = "516 Educational sciences",
author = "Neruja Suriakumaran and Maike Vollstedt and Hannula, {Markku S.}",
note = "Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education: Ume{\aa}, Sweden July 3-8, 2018, Volume 5 The International Group for the Psychology of Mathematics Education, Ume{\aa}, Sweden, 2018 Editors: Ewa Bergqvist, Magnus {\"O}sterholm, Carina Granberg, Lovisa Sumpter ISBN: 978-91-7601-906-1; null ; Conference date: 03-07-2018 Through 08-07-2018",
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Suriakumaran, N, Vollstedt, M & Hannula, MS 2018, 'Investigation of Finnish and German 9th grade students’ personal meaning to mathematics', Artikkeli esitetty PME42 , Umeå, Ruotsi, 03/07/2018 - 08/07/2018 Sivut 167.

Investigation of Finnish and German 9th grade students’ personal meaning to mathematics. / Suriakumaran, Neruja; Vollstedt, Maike; Hannula, Markku S.

2018. 167 Julkaisun esittämispaikka: PME42 , Umeå, Ruotsi.

Tutkimustuotos: KonferenssimateriaalitKonferenssiesitys

TY - CONF

T1 - Investigation of Finnish and German 9th grade students’ personal meaning to mathematics

AU - Suriakumaran, Neruja

AU - Vollstedt, Maike

AU - Hannula, Markku S.

N1 - Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education: Umeå, Sweden July 3-8, 2018, Volume 5 The International Group for the Psychology of Mathematics Education, Umeå, Sweden, 2018 Editors: Ewa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter ISBN: 978-91-7601-906-1

PY - 2018

Y1 - 2018

N2 - Learners long to assign personal meaning, understood as personal relevance (Vollstedt, 2011), to mathematical contents and learning mathematics. Personal meanings em-body students’ subjective motives to deal with mathematics in a school context. This research project focuses on a comparison of personal meanings students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Finland has been renowned for its high performing students in international compara-tive studies. However, in PISA 2015 Finnish students’ mathematics performance (low correlation with their socio-economic status) had rapidly decreased compared to the former PISA studies, and Finland is now just barely ahead of Germany (OECD, 2018). On the other hand, Germany has parallel schooling systems and an early selection to tracks according to students’ academic performance while Finland has a comprehen-sive education for all (grades 1-9). Based on these facts a comparison between Finnish and German students’ personal meanings would be fruitful to consider them in order to plan the mathematics lessons accordingly. Hence, the research question is: • Where are differences and similarities between patterns of personal meaning found within the samples from Finland and Germany? The sample comprises 237 Finnish and 188 German 9th graders. The survey consists out of 17 scales that are based on Vollstedt’s (2011) theory of personal meaning. The German version was translated into Finnish. Using IRT partial credit models, the psychometric properties of the scales were found to be good. The estimated variances ranged from 0.49 to 5.73 (FIN) and from 0.58 to 5.30 (GER) with most values around or above 1. Scale reliabilities ranged from an acceptable .65 to a very good .88 (FIN) and .68 to .85 (GER). As statistical procedure, differential item functioning (DIF) analysis was conducted to compare the two groups’ (FIN and GER) answers. In the presentation, further results will be discussed in detail.

AB - Learners long to assign personal meaning, understood as personal relevance (Vollstedt, 2011), to mathematical contents and learning mathematics. Personal meanings em-body students’ subjective motives to deal with mathematics in a school context. This research project focuses on a comparison of personal meanings students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Finland has been renowned for its high performing students in international compara-tive studies. However, in PISA 2015 Finnish students’ mathematics performance (low correlation with their socio-economic status) had rapidly decreased compared to the former PISA studies, and Finland is now just barely ahead of Germany (OECD, 2018). On the other hand, Germany has parallel schooling systems and an early selection to tracks according to students’ academic performance while Finland has a comprehen-sive education for all (grades 1-9). Based on these facts a comparison between Finnish and German students’ personal meanings would be fruitful to consider them in order to plan the mathematics lessons accordingly. Hence, the research question is: • Where are differences and similarities between patterns of personal meaning found within the samples from Finland and Germany? The sample comprises 237 Finnish and 188 German 9th graders. The survey consists out of 17 scales that are based on Vollstedt’s (2011) theory of personal meaning. The German version was translated into Finnish. Using IRT partial credit models, the psychometric properties of the scales were found to be good. The estimated variances ranged from 0.49 to 5.73 (FIN) and from 0.58 to 5.30 (GER) with most values around or above 1. Scale reliabilities ranged from an acceptable .65 to a very good .88 (FIN) and .68 to .85 (GER). As statistical procedure, differential item functioning (DIF) analysis was conducted to compare the two groups’ (FIN and GER) answers. In the presentation, further results will be discussed in detail.

KW - 516 Educational sciences

M3 - Paper

SP - 167

ER -

Suriakumaran N, Vollstedt M, Hannula MS. Investigation of Finnish and German 9th grade students’ personal meaning to mathematics. 2018. Julkaisun esittämispaikka: PME42 , Umeå, Ruotsi.