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Curriculum reform – a new direction for math education in Finland?

Presentation for Nordic GeoGebra conference III in Tartu
by

Leo Pahkin

on 15 September 2012

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Transcript of Curriculum reform – a new direction for math education in Finland?

III Nordic GeoGebra Conference

14.-16.9.2012 GeoGebra Conference Tartu, Estonia Curriculum reform

a new direction for math education in Finland? Optimation of... Energy Labour force Natural resources Education and society Education
market Labour
market Population
Belief to education
Career and education as a capital
Social cohesion
Regional development
General improvement of educational level Working life
Changes in economics and professions
Mobility
Flexibility
Knowledge intensiveness
Social shared knowledge
From qualification towards competence Education
Education policy
Education system
Schools and curriculum
Learning process Kari Kekkonen Education demand Education supply Working force supply Labour demand Routine Production Services Person Services Symbol Analytic tasks Information Society theorists' visions of tasks in the future (Reich 1995; Castelis 2000, 2001, Päivi Tynjälä 2011) -engineers, designers, consultants, researchers, journalists, advertising and marketing professionals, ... Skills needed in symbol analytic work
Managing information
Abstract thinking, system thinking
Trying, innovation, visionary
Social skills
Communication http://www.pelaapelit.net/peli/etsi-eroavaisuudet/etsi-erot/ Asking, accessing, selecting, recording, integrating... Activating learning, deepening understanding, coping with challenges... Imaginating, generating, inventing, taking risks... Being collaborative, being sensitive to others' feelings, being fair and responsible... Explicit expressions, languages, communicate with a sense of audience and purpose... Two requirements for teaching mathematics in the future: I Provide teachers with content knowledge, which is relevant to teaching 1. Every concept is precisely defined, and definitions furnish the basis for logical deductions 2. Mathematical statement are precise. At any moment, it is clear what is known and what is not known 3. Every assertion can be backed by logical reasoning 4. Mathematics is coherent 5. Mathematics is goal oriented, and every concept or skill has a purpose II Knowledge is consistent to following five fundamental principles: References:
National Core Curriculum for Basic education 2004 (Finland)
National Core Curriculum for Upper general Education 2003 (Finland)
Phoenix Rising, Hung-Hsi Wu, American Educator 2011 √a √b=√ab 1/8 + 5/6 = ? (3 x 1) / (3 x 8) + (4 x 5) / (4 x 6) = 23/24 Thank you! "Mathematics gives a great opportunity to get acquainted with a circumstance, where known information is true or not true and which differ from unsure empiric science information."
Tuomas Korppi Creative Problem solving Cyckle of Mathematising Real world Mathematics world Problem Translation
(modelling) Mathematical problem Solution in general Solution for the specific situation Translation Explaining the solution Comparison, arrangement, classifying, construction, modeling and measurement
Concepts, relations and correlation
Using the words like equality, less than, more than, at the least, at the most, no, and, or, all, there is, there is not, not all in comparison and relation
Preparation to proofing: Guesses, systematic trying, proofing false
Connection of definitions of concepts and statements
Methods of combinatoric problems
Reality and mathematics
Comparison
Arrangement
Classifying
Construction
Modeling
Measurement
Presentation of the mathematical problem
Existence of solution
Impossible
Possible
Only
Full transcript