Subject Teacher Educationand

Developing of UniversityTeaching at TUT

Tampere workshop 26.6-27.6.2014Jorma Joutsenlahti

Adjunct professor (TUT)Senior Lecturer in didactics of mathematics

(UTA)

Contents

1. Subject teacher education at TUT2. Developing university mathematics teaching

at TUT

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1. Subject teacher education at TUT

• Most Finnish universities have permission for teacher training

• TUT is the only technical university in Finland that is allowed to train subject teachers with Diploma engineering degree

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Teacher Education

• Subject teachers for secondary, upper secondary and vocationalschools

• Teachers must have education up to Master's degree (Diploma Engineer) at the university (at TUT) and the 60 ects pedagogical studies (at UTA)

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Structure of Studies at TUT

• TUT is allowed to train subject teachers with Diploma engineering degree in• Mathematics• Physics• Chemistry• Information technology

• The students will have a teacher’s qualification in their Engineering diploma

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Structure of Studies at TUT

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Bachelor’s degree 180 ECTS• Mathematics 62 ECTS• Physics 35 ECTS• Basic Studies in Education 25 ECTS• Other basic studies 50 ECTS (chemistry, IT, economics, language, practise,…)• Bachelor’s thesis 8 ECTS

Bachelor’s degree 180 ECTS• Mathematics 62 ECTS• Physics 35 ECTS• Basic Studies in Education 25 ECTS• Other basic studies 50 ECTS (chemistry, IT, economics, language, practise,…)• Bachelor’s thesis 8 ECTS

Master’s degree 120 ECTS • Mathematics 30 ECTS• Physics 25 ECTS• Intermediate Studies in Education 35 ECTS• Master’s thesis 30 ECTS

Master’s degree 120 ECTS • Mathematics 30 ECTS• Physics 25 ECTS• Intermediate Studies in Education 35 ECTS• Master’s thesis 30 ECTS

Pedagogical studies at UTA (take 1 year, 25 students per a year)

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Conclusions

• Teachers in Finland have Master’s degree• Subject teachers have: Major subject (at least

120 ECTS), Pedagogical studies (60 ECTS) and Minor subject(s) (60 ECTS)

• Teacher training at technical university has been a success

• Students are interested - one of the best degree programs at TUT

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2. Developing universitymathematics teaching at TUT

• Some students’ basic skills are not sufficient• Lack of the basic routines of school algebra• The universities have

– made math courses easier– provided bridging courses– founded support centers– done nothing

• (European society for engineering education(SEFI))

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Research project at the Tampere University of Technology• In the Fall 2012 languaging exercises were tested at an

engineering math course at the Tampere University of Technology (Jussi Kangas, n=229) and in an analysis course at the University of Turku (Petteri Harjulehto, n=48)

• The students were given one languaging exercise per week

• The exercises were handed to the teachers • At the end of the course a series of questions (16 Likert

scaled and 2 open) were handed to the students to find out their thoughts and attitudes toward languaging exercises

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Example : Coding meanings and expressing arguments by natural language

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Esimerkki 3, ratkaisu A

11

Naturallanguage

Symbolic mathematical

language

Benefits to use languaging in mathematics 1

• It will grow student’s own understanding, because when student is speaking aloud (or writing) his/her thoughts (s)he has to first make the process clear to himself (herself) and after that (s)he can explain it to companions. A spoken language is a thought language

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Benefits to use languagingin mathematics 2• The listening companions can reflect their

own thinking to the student’s and perhaps they change their opinion and at the same time their mathematical thinking develops.

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Benefits to use languagingin mathematics 3• From the pedagogical point of view when

the student is expressing his/her mathematical thinking by own words it is easy for a teacher to evaluate how the pupil has attached new concepts into his/her knowledge structure. After hearingthe pupil, the teacher guides them by newarrangements of teaching if necessary

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Thank you for the interest!