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Digital mathematics textbook for the finnish upper secondary school
Lauri Hellsten
(lauri.k.hellsten@gmail.com)
(disclaimer: I'm slightly biased)
The finnish curriculum from 2019 created new requirements for mathematics textbooks.
Lauri Hellsten
(lauri.k.hellsten@gmail.com)
(disclaimer 2: this is an interpretation of the finnish curriculum)
Requirement #1
Spesific and general ICT-goals in the curriculum.
Need for a mathematics textbook that guides students in the use of programs.
e.g. the first course in A-level mathematics
- Use of programs in researching polynomial, root and rational functions and solving polynomial, root and rational equations.
- Use of programs in solving polynomial inequalities in applied problems
e.g. in general part of the mathematics curriculum
- The students develops in the use of programs and digital sources in learning, research and problem solving.
How we try to meet requirement #1 (1/2)
Instructions for the use of different programs GeoGebra / TI-Nspire / Casio Classpad. Detailed examples for the use of programs and solution videos.
How we try to meet requirement #1 (2/2)
Problems directly in the chapters where students use e.g. GeoGebra-applets to research and investigate.
\( \rightarrow \) Students are active participants in finding relations, arguing about mathematical properties and building new mathematical knowledge.
Guidelines regarding assessment that it should be inclusive, versatile, encouraging and guiding towards self-assessment.
Need for a digital learning enviroment that gives the teachers options on how to implement assessment.
Requirement #2
Need for a mathematics textbook that guides students towards self-assessment.
"Test your knowledge!" -sections where students can self-assess their solutions to given problems. Problems are divided into three categories.
How we try to meet requirement #2 (1/4)
After submitting the their solution to the digital learning enviroment the students can see an example solution for the problem, written with detail.
How we try to meet requirement #2 (2/4)
Easy to use feedback and exam tools for the teachers, annotation on mathematical formulas, tools for peer feedback, and overall progress of the class or individual.
How we try to meet requirement #2 (3/4)
Detailed progress of what the student has done and what type of assigments.
How we try to meet requirement #2 (4/4)
Transversal competences introduced in all subjects
- well-being competences
- interdisciplinary and creativity competences
- social and citizenship competences
- enviromental and ethical competences
- global and cultural competences
Need for a mathematics textbook that supports the learning and assessment of these competences.
Requirement #3
How we try to meet requirement #3
Introductory chapters where the approach to the mathematical subject at hand comes from one of the transversal competences and the assignment in the chapter support this.
The student gains courage for experimental and investigative activities and problems solving in mathematics.
Need for a mathematics textbook that supports students own experimentation and investigations.
Requirement #4
Introductory problems, where the student get's a basic undestanding of the mathematical concept at hand.
How we try to meet requirement #4
Research problems regarding the mathematical concepts or formulas that are going to be introduced.
Let's dive into the book...
Digital mathematics textbook for the Finnish upper secondary school
By Opetus.tv
