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Matematiikan opetuksessa voidaan kayttaa niin sanottua vertailumenetelmaa, jossa oppilaat tuottavat yhteen tehtavaan useamman eri ratkaisutavan tai ne naytetaan heille. Taman jalkeen ratkaisutavoista keskustellaan vertaillen. Tavoitteena on lisata oppilaiden matemaattista joustavuutta. Tassa fenomenografisessa tutkimuksessa selvitetaan, millaisia kasityksia 25 suomalaisella matematiikan opettajalla ja opettajaopiskelijalla on vertailumenetelmasta heidan tutustuttuaan siihen ensimmaista kertaa. Osallistujat toivat esiin erilaisia hyotyja: oppilaat voisivat oppia useita tapoja nahda asioita, loytaa itselleen sopivan ratkaisumenetelman, opettajasta tulisikin valmentaja ja keskustelu lisaantyisi. Tutkimukseen osallistuneet olivat huolissaan, etta oppilaita ei valttamatta kiinnosta useiden ratkaisutapojen kaytto, heilla ei ole valmiuksia siihen tai menetelma vaatisi opettajalta liikaa. In English In mathematics teaching, the comparison method means that students produce or are shown multiple methods for the same problem. Following that, the methods are compared in discussion. The goal is to develop the students’ mathematical flexibility. In this study, phenomenography was used to discover the conceptions of 25 Finnish mathematics teachers and teacher students after they were familiarized with the comparison method for the first time. Participants brought up a wide variety of benefits of using the comparison method: students could learn to see things from different perspectives, they could discover the method that is most suitable for them, and the teacher would become more like a coach; discussion would also increase. Participants worried that students may not be interested in using multiple solving methods, students may not possess the skills necessary for it, or the method could be too demanding on the teacher. FULL TEXT IN FINNISH.

Matematiikan opettajien ja opettajaopiskelijoiden käsityksiä vertailumenetelmästä