ICT + STEM ( + digital matriculation exam ) in Finnish upper secondary schools 

M.Sc. Lauri Hellsten (      laurihellsten, lauri.k.hellsten@gmail.com)

math and physics teacher in Espoon yhteislyseon upper secondary school

in-service teacher trainer and textbook author

using GeoGebra since 2009 (or was it 2010...)

Examples of the usage of GeoGebra and Google Sheets

CC BY SA naosuke ii

 1. Upper Secondary Schools Act

 2. National core curriculum

  • 300 pages altogether

  • 13 pages math curriculum

  • 5 pages physics curriculum

 3. Local curriculum (mostly same as #2)

 4. Matriculation exam

 

 

What guides the teacher?

CC BY SA naosuke ii

What's new?

New national curriculum 2015

  • Focus on assessments for learning.
    • Emphasis on the formative assessment.
  • Student must show diverse knowledge on the contents and goals of a course for the courses assesment.
  • Specific ICT skills as goals in STEM-courses.

 

Digital matriculation exam (math 2019, chemistry & physics 2018)

  • Use of programs (GeoGebra, LoggerPro, etc.) in STEM-courses.
  • New type of problems involving large scales of different type of digital materials (real life data, videos, simulations, etc.) that couldn't be done in the paper exam.

Digital matriculation exam

The digital exam system (abitti.fi)

Server

Router

Students laptop, booted from an USB-stick

 

 

 

All of the programs in the exam system

Digital matriculation exam in mathematics (2019)

Student can participate in the A-level (10+3 courses) or B-level (6+2 courses) math exam. The structure of the exam is the same in both level exams.

Part Problems given Student answers max. points
A 4 4 48
B1 5 3 36
B2 4 3 36

120 p

Tools for answering in part A

math-demo.abitti.fi (opensource)

KCalc

Tools for answering in part B1 and B2

Everything in part A and

  • LibreOffice Calc
  • wxMaxima
  • Texas Instruments TI-Nspire CAS
  • Casio ClassPad Manager
  • Logger Pro
  • GeoGebra
  • 4f Vihko (finnish program)

Answers from A-level math course 6 exam

B2-problem from A-level math course 3 exam

B2-problem from A-level math course 4 exam

Finnish Association of STEM-teachers has been training in-profession teachers from 2015 onward on the new curriculum and digital matriculation exam. There has been approximately 40 training days each semester all over Finland that the Finnish national board of education has financed.

  • 2015 - 2016 New upper secondary school curriculum
  • 2016 - 2017 ICT in upper secondary school courses
  • 2017 - 2018 Digital materials in STEM

Teacher training

Examples

problems given to teachers, students and examples of
interactive materials from digital books

+ Self-assesment during the course

Modeling and solving problems using multiple representations

Example problem from MAOL training material; Hellsten, Setälä, Mäkiö

How high is the highest pyramid made of spheres when four have the radius of 1 and one has the radius of 2?

Three circles tangent to one another as seen in the picture below. Centerpoints of the circles are A, B and C and the radius of the circles are 1, 2 and 3. What is the radius of the largest circle inside these three circles?

Modeling and solving problems using CAS

Example problem from MAOL training material; Hellsten

Creating new type of problems involving material

Hero swims at speed v and monster runs at speed 4v. The hero knows he can outrun the monster if he can get to the shore safely. Can the hero escape?

Example problem from MAOL training material; Hellsten

Radius of the lake is 2 and it's centerpoint is (0,0).

Creating new type of problems involving material

Example problem from MAOL training material; Hellsten

Long story short: What is the max volume when you know the sides but don't know the angle or when you know the angle but don't know the sides?

Visualizing math in different ways and creating open/closed assignments

How does the population of bacteria change over time? Make the necessary assumptions and create a model

From book MAB4: Matemaattiset mallit; Hellsten, Hellsten, Luisto; Tabletkoulu

Visualizing atomic level interactions

From book Resonanssi 3: Haapola, Hellsten, Huuska, Viitanen; e-Oppi

From book Resonanssi 4: Haapola, Hellsten, Huuska, Viitanen; e-Oppi

Visualizing forces and interactions

From book Resonanssi 4: Haapola, Hellsten, Huuska, Viitanen; e-Oppi

Visualizing forces and interactions

Visualizing atomic level interactions

In-development material from Resonanssi 6: Haapola, Hellsten, Huuska, Viitanen; e-Oppi

Creating and analyzing graphs from a given or acquired data set.

Old physics matriculation exam problem solved; Hellsten

Messing around with GeoGebra spreadsheets

The teacher guides the student to identify what the studied topic is about and compare their own perceptions and views on the whole.

Unit 1

Self-assessment

1A

passed

Unit 2

Self-assesment

2A

failed

Self-assessment

2A

failed

passed

Applying

Understanding

Remembering

Evaluating

Analyzing

Applying

Understanding

Remembering

Evaluating

Analyzing

passed

MASTERY LEARNING  + SELF-ASSESSMENT

Guidelines for the course; Peura, Hellsten

Text

Self-assessment during the course

Self-assessment problems

Solve the problem.

Evaluate your own solution with the given criteria.

Polku-material; Peura, Hellsten

flippedlearning.fi

polku.opetus.tv

tabletkoulu.fi

e-oppi.fi

eyl.fi

maot.fi

eduhakkerit.fi

bit.ly/fyohjeita

"No technology has an impact on learning on its own; it all depends on how it is used. (Nesta, 2012)"

ICT+STEM+ABITTI in Finnish upper secondary schools

By Opetus.tv

ICT+STEM+ABITTI in Finnish upper secondary schools

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