Anni Lampinen, Finland
She is consultant teacher of Math-Country in Espoo and master of postgraduate courses for teachers. Among others, she is responsible for development of teaching mathematics in classes learning based on either generic or special curriculum, level on to six. Besides she is teaching mathematics in a school in Espoo as a developer teacher. She is founder and chairman of the Association Varga-Nemenyi established in 2005. She is also editor, author of schoolbooks and master of postgraduate courses, who teaches the group of teachers of these courses.
She actively takes part in planning and realization of local and national programs for developing teaching mathematics for several years. The most important programs are the network of the Math-Countries, the Association of Varga-Nemenyi. Furthermore, she is a member of the team established for preparation of the national base curriculum for year 2016.
She graduated at the University of Jyväskylä and took a degree of magisterial diploma of pedagogy. She was recognized and gratified by the Foundation of the 100th Anniversary of Teknologiateollisuus in 2005. She was honoured by the 100th Anniversary Order of Education Department of Espoo in 2008.
anni.lampinen@espoo.fi
www.espoonmatematiikkamaa.fi, www.varganemenyi.fi
Espoon Matikkamaa/Kirstin koulu
PL 3528, 02070 Espoon kaupunki, Suomi - Finland
Kirsi Puumalainen, Finland
Kirsi Puumalainen is consultant teacher of Math-Country of village Janakkala, magister of pedagogy and teacher. As consultant teacher, she gets her colleagues introduced into different methodologies of teaching mathematics, takes part in mapping difficulties of learning, in planning support and help for pupils who need special attendance.
She got to know the Varga-Nemenyi methodology in Budapest in 1999. Later, she continued her studies in Finland in courses held by Hungarian lecturers. She has taken part in development of postgraduate courses for teachers in Finland. She is a founder and a member of the directorate of the Association of Varga-Nemenyi established in 2005. She regularly takes part in training teachers to enhance their knowledge about the Varga-Nemenyi methodology.
She graduated at University of Tampere and took a diploma of pedagogy in 1986. She was honored and gratified by the Foundation of the 100th Anniversary of Teknologiateollisuus in 2006 for her work in development of teaching mathematics.
kirsi.puumalainen@janakkala.fi
Turengin koulu
Koulutie 2, 14200 Turenki, Suomi – Finland
Pick essentials or new spices for a long standing recipe
Put Varga-Nemenyi methodology in practice of Finnish education
It is a common fallacy to think that the Finnish teacher can sit back and relax after earning excellent results in Pisa surveys by their pupils. On the contrary, in order to keep teaching mathematics fruitful and successful, we have to search for new models permanently and develop our thinking and approach continuously. We can state gladly, that the voices urging further development and searching for new manners are getting louder when the results of PISA surveys are being evaluated.
One of the most important development program of teaching mathematics in Finland is the revision of the Varga-Nemenyi methodology in order to fit into the Finnish education practices and the requirements of new ages. The interest on it is exceptional, the teachers of special educations are the ones who apply the new methods in their in their daily practice keenly. We concentrated on the pupils having difficulties in learning mathematics during adaptation the Hungarian curriculum to the Finnish education system. The enthusiasm is contagious, so, we have a long backlog for the postgraduate courses. It is a well-known fact, that applying this methodology is extremely labor-intensive.
The Varga-Nemenyi methodology takes place in the Finnish education system since 2000. It gets more and more appreciation gradually. The Association of Varga-Nemenyi was established in 2005 with the leadership of Math-Country in Espoo. The chairman of the Association participates in elaboration of the new national curriculum of year 2016.
Our goal is different than simply selecting the most spectacular and interesting ‘ideas’ from the Hungarian curriculum and moving them to the Finnish one. We prefer the persistent and consistent development of teaching mathematics according to the principles of this methodology and to the construction of the source curriculum.
We would like to show related examples in our presentation.
