Vol. 9 No. 1 (2021): General Issue

The cover Image of the Issue

Editor-in-Chief: Prof. Maija Aksela
Managing Editor: Dr. Johannes Pernaa
Editors: Dr. Oda Heidi Bolstad, Assoc. Prof. Kajsa Bråting, Prof. Núria Gorgorió, Dr. Jaana Herranen, Dr. Mika Koskenoja, Dr. Päivi Portaankorva-Koivisto, Research leader, Dr. Ann-Sofi Röj-Lindberg, and Dr. Antti Viholainen
Articles: 36

DOI: https://doi.org/10.31129/LUMAT.9.1

Published: 2021-01-13

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Articles

Yngre elevers uppfattningar av det matematiska i algebraiska uttryck Younger students’ conceptions of the mathematics in algebraic expressions

Sanna Wettergren, Inger Eriksson, Torbjörn Tambour

1–28
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Student participation in peer interaction – Use of material resources as a key consideration in an open-ended problem-solving mathematics task

Josephine Moate, Prof. Dr. Sebastian Kuntze, Man Ching Esther Chan

29–55
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The effects of School location on students’ academic achievement in senior secondary physics based on the 5E learning cycle in Delta State, Nigeria

Ikechuku Abamba

56–76
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Energy as a multidisciplinary concept in K-12 education – a case study

Mats Braskén, Ray Pörn

77–99
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A systematic review on teaching fraction for understanding through representation on Web of Science database using PRISMA

Rosmawati Mohamed, Munirah Ghazali, Mohd Ali Samsudin

100–125
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Oppilaiden tuen tarpeet luonnontieteiden opetuksessa opettajaopiskelijoiden näkökulmasta Pupils needs for support in science education: Teacher students’ perceptions

Kari Sormunen, Anu Hartikainen-Ahia, Teija Koskela

126–148
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Project-based learning in integrated science education: Active teachers’ perceptions and practices

Outi Haatainen, Maija Aksela

149–173
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Primary education degree programs in Alicante, Barcelona and Helsinki: Could the differences in the mathematical knowledge of incoming students be explained by the access criteria?

Núria Gorgorió, Lluís Albarracín, Anu Laine, Salvador Llinares

174–207
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A model for continued professional development with focus on inquiry-based learning in science education

Berit Kurtén, Ann-Catherine Henriksson

208–234
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Organizing the mathematical proof process with the help of basic components in teaching proof: Abstract algebra example

Aysun Yeşilyurt Çetin, Ramazan Dikici

235–255
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Innovation in the teaching-learning process of global climate change through the collaborative wall

Ricardo-Adán Salas-Rueda, Gustavo De-La-Cruz-Martínez, Clara Alvarado-Zamorano, Estefanía Prieto-Larios

256–282
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Programmering i svensk skolmatematik Programming in Swedish school mathematics

Cecilia Kilhamn, Lennart Rolandsson, Kajsa Bråting

283–312
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Opettajaopiskelijoiden näkemyksiä omista valmiuksistaan matematiikka-ahdistusta kokevan oppilaan kohtaamisessa Prospective teachers’ views their readiness to face math anxiety in the classroom

Lasse Eronen, Päivi Portaankorva-Koivisto, Karoliina Hietalahti

313–335
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A study of future physics teachers’ knowledge for teaching: A case of a decibel sound level scale

Marina Milner-Bolotin, Rina Zazkis

336–365
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Inspiring or confusing – a study of Finnish 1–6 teachers’ relation to teaching programming

Ray Pörn, Kirsti Hemmi, Paula Kallio-Kujala

366–396
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Teachers’ science camp experiences in southern Chile: Strengthening teacher identity and continuing education

Marta Silva, Michel Parra, Ronnie Reyes-Arriagada, Jennifer Brito

397–425
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Co-designing cross-setting activities in a nationwide STEM partnership program – Teachers’ and students’ experiences

Kristine Bakkemo Kostøl, Kari Beate Remmen, Anette Braathen, Shelley Stromholt

426–456
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Matematiikan parhaiden osaajien siirtyminen toiselle asteelle: koulutusvalinnat ja matematiikan osaamisen kehittyminen Transition of high-achieving students to upper secondary level: educational choices and development of mathematical competence

Laura Niemi, Jari Metsämuuronen, Markku S. Hannula, Anu Laine

457–494
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Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal ability

Saheed Adejimi, Wenceslas Nzabalirwa, William Shivoga

495–517
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Quadratic equations in Swedish textbooks for upper-secondary school

Wang Wei Sönnerhed

518–545
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Facilitating factors of scientific literacy skills development among junior high school students

Kareen Marie E. Palines, Ruth A. Ortega-Dela Cruz

546–569
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The effects of using social biographical texts of scientists on students' attitudes in science courses: A qualitative study

Riza Salar, Ayhan Aksakalli

570–596
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Linking to the real world: contextual teaching and learning of statistical hypothesis testing

Jeanne Marie L. Lago, Ruth Ortega-Dela Cruz

597–621
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Categories of intuitive reasoning and GeoGebra 3D: an experience with Brazilian students

Renata Teófilo de Sousa, Francisco Régis Vieira Alves, Italândia Ferreira de Azevedo

622–642
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Children's perceptions of scientists, and of themselves as scientists

Martina Dickson, Dr. Melissa McMinn, Dr. Dean Cairns, Sharon Osei-Tutu

643–669
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Student teachers’ knowledge of students’ difficulties with the concept of function

Mikael Borke

670–695
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Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

Benedicta Abeka Quainoo, Charles Deodat Otami, Kofi Acheaw Owusu

696–716
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Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy

Aprhodite Macale, Marivic Lacsamana, Maria Ana Quimbo, Edmund Centeno

717–747
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Drawing out classroom social climate: The use of participant-produced drawings in research on psychosocial classroom learning environment in the context of school mathematics

Ana Kuzle, Dubravka Glasnović Gracin

748–773
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Att utveckla elevers förmåga att formulera undersökningsbara frågor i naturvetenskap: Mangling av en didaktisk modell Developing students' ability to formulate questions of inquiry in science: Mangling a didactic model

Sara Planting-Bergloo, Maria Andrée, Josefin Reimark, Emma Henriksson, Sebastian Björnhammer, Cecilia Dudas, Per-Olof Freerks, Sofija Jahdadic, Malin Lavett Lagerström, Johanna Lundström, Johanna da Luz, Johan Nordling, Sara Puck, Per Wennerström, Fredrik Westman, Jonna Wiblom

774–803
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Matematiikan parhaat osaajat lukion lopussa ja heidän matematiikka-asenteissaan tapahtuneet muutokset Mathematically high-achieving students at the end of their studies in upper secondary level and changes in their mathematical attitudes

Laura Niemi, Jari Metsämuuronen, Markku S. Hannula, Anu Laine

804–843
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Drawing out emotions in primary grade geometry: An analysis of participant-produced drawings of Grade 3–6 students

Ana Kuzle

844–872
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Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Josiane Mukagihana, Florien Nsanganwimana, Catherine M. Aurah

873–891
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A calculus student’s understanding of graphical approach to the derivative through quantitative reasoning

Aytug Ozaltun-Celik

892–916
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Verkko-oppimisympäristöjen kehittäminen tekoälyn avulla: Tulevaisuusvisio matematiikan opetuksen täydennyskoulutuksesta Developing online learning environments with AI. Future visions from continuing training in mathematics teaching

Mika Koponen, Anni Sydänmaanlakka, Erika Löfström

917–944
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Communicating mathematics through images: A multimodal study of Year One students’ meaning-making when working with mathematics textbooks

Malin Norberg

945–970
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