The document discusses subject teacher education at Tampere University of Technology (TUT) in Finland. It notes that TUT is the only technical university allowed to train subject teachers with an engineering degree in mathematics, physics, chemistry, and information technology. The structure of studies involves students obtaining a bachelor's degree from TUT in their major subject along with basic education studies, then a master's degree including intermediate education studies, allowing them to have both an engineering diploma and teacher qualification. It also describes a research project testing "languaging exercises" to develop students' mathematical communication skills at TUT and the University of Turku.

1. Subject Teacher Education
and
Developing of University
Teaching at TUT
Tampere workshop 26.6-27.6.2014
Jorma Joutsenlahti
Adjunct professor (TUT)
Senior Lecturer in didactics of mathematics
(UTA)

2. Contents
1. Subject teacher education at TUT
2. Developing university mathematics teaching
at TUT
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3. 1. Subject teacher education at
TUT
• Most Finnish universities have
permission for teacher training
• TUT is the only technical university in
Finland that is allowed to train
subject teachers with Diploma
engineering degree
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4. Teacher Education
• Subject teachers for secondary,
upper secondary and vocational
schools
• Teachers must have education up to
Master's degree (Diploma Engineer)
at the university (at TUT) and the 60
ects pedagogical studies (at UTA)
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5. Structure of Studies at TUT
• TUT is allowed to train subject teachers
with Diploma engineering degree in
• Mathematics
• Physics
• Chemistry
• Information technology
• The students will have a teacher’s
qualification in their Engineering diploma
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6. Structure of Studies at TUT
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Bachelor’s degree 180 ECTS
• Mathematics 62 ECTS
• Physics 35 ECTS
• Basic Studies in Education 25 ECTS
• Other basic studies 50 ECTS (chemistry, IT, economics, language, practise,…)
• Bachelor’s thesis 8 ECTS
Bachelor’s degree 180 ECTS
• Mathematics 62 ECTS
• Physics 35 ECTS
• Basic Studies in Education 25 ECTS
• Other basic studies 50 ECTS (chemistry, IT, economics, language, practise,…)
• Bachelor’s thesis 8 ECTS
Master’s degree 120 ECTS
• Mathematics 30 ECTS
• Physics 25 ECTS
• Intermediate Studies in Education 35 ECTS
• Master’s thesis 30 ECTS
Master’s degree 120 ECTS
• Mathematics 30 ECTS
• Physics 25 ECTS
• Intermediate Studies in Education 35 ECTS
• Master’s thesis 30 ECTS

7. Pedagogical studies at UTA
(take 1 year, 25 students per a year)
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8. Conclusions
• Teachers in Finland have Master’s degree
• Subject teachers have: Major subject (at least
120 ECTS), Pedagogical studies (60 ECTS)
and Minor subject(s) (60 ECTS)
• Teacher training at technical university has
been a success
• Students are interested - one of the best
degree programs at TUT
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9. 2. Developing university
mathematics teaching at TUT
• Some students’ basic skills are not sufficient
• Lack of the basic routines of school algebra
• The universities have
– made math courses easier
– provided bridging courses
– founded support centers
– done nothing
• (European society for engineering education
(SEFI))
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10. Research project at the
Tampere University of
Technology
• In the Fall 2012 languaging exercises were tested at an
engineering math course at the Tampere University of
Technology (Jussi Kangas, n=229) and in an analysis
course at the University of Turku (Petteri Harjulehto,
n=48)
• The students were given one languaging exercise per
week
• The exercises were handed to the teachers
• At the end of the course a series of questions (16 Likert
scaled and 2 open) were handed to the students to find
out their thoughts and attitudes toward languaging
exercises
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11. Example : Coding meanings
and expressing arguments by
natural language
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Esimerkki 3, ratkaisu A
11
Natural
language
Symbolic
mathematical
language

12. Benefits to use languaging in
mathematics 1
• It will grow student’s own understanding,
because when student is speaking aloud
(or writing) his/her thoughts (s)he has to
first make the process clear to himself
(herself) and after that (s)he can explain it
to companions. A spoken language is a
thought language
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13. Benefits to use languaging
in mathematics 2
• The listening companions can reflect their
own thinking to the student’s and perhaps
they change their opinion and at the same
time their mathematical thinking develops.
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14. Benefits to use languaging
in mathematics 3
• From the pedagogical point of view when
the student is expressing his/her
mathematical thinking by own words it is
easy for a teacher to evaluate how the
pupil has attached new concepts into
his/her knowledge structure. After hearing
the pupil, the teacher guides them by new
arrangements of teaching if necessary
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15. Thank you for the interest!