A significant portion of 9th-grade students solve mathematical tasks at an elementary school level
Many 9th-grade students process even simple numerical problems significantly longer than is typical for their age group. On average, the lowest-performing students were at a sixth-grade level in terms of fluency, but a third of poorly performing students were at levels 3-5.
The Finnish Education Evaluation Centre (FINEEC) has investigated which factors explain the differences in 9th-grade mathematics learning outcomes and competence. The assessment was conducted in the spring of 2021, with the participation of 12,484 ninth-grade students from all over Finland, including both Finnish and Swedish-speaking schools. The deepening analysis of the assessment examines, among others, students' emotions when studying mathematics and how the best and weakest performers in mathematics differ from each other.
Poor fluency in calculation makes the numerical processes slow
During the assessment, the lowest-performing students took the diagnostic Functional Numeracy Assessment (FUNA) test, which measures fluency and speed in simple numerical tasks. Typically, the lowest-performing students performed at the level of 6th-grade students on the test, but a third of the students fell below this level in terms of fluency.
"All 9th graders can do simple calculations like 8 minus 4, but the lowest-performing students process tasks like these significantly longer than average performers, not to mention the top performers, for whom these skills are automated," says Jari Metsämuuronen, counsellor of evaluation at FINEEC. "If it takes a long time to solve simple arithmetic operations, it is understandable that solving mathematical problems do not bring joy."
FINEEC recommends that students with weak skills receive more intensive learning support as early as possible. Improving the fluency of even simple arithmetic operations can be beneficial for poorly performing students in later studies. It is sensible to direct resources effectively to early-grade education. Karvi suggests that the lowest-performing students should be encouraged to set their mathematics learning goals as high as possible. Learning to practice and make an effort in the early grades is a prerequisite for the development of mathematical competence.
The top performers excelled beyond the average level of high school short-form mathematics by the end of the 9th grade
The top performers completed two challenging sets of tasks: one compiled of the most difficult tasks from all booklets and another compiled of published tasks from the matriculation examination in short-form mathematics. The top performers effortlessly handled the matriculation tasks. Based on the assessment, it is evident that by the 9th grade, the top performers have surpassed the average level of students who have completed the short-form mathematics curriculum in high school, and some of them were already at the level of students who had completed the more-demanding long-form mathematics curriculum. It was typical for the top performers to attempt even the most difficult tasks and not leave any missing information, even if they couldn't solve the task.
"It is meaningful to pay attention to how the motivation of top performers in studying mathematics is maintained and strengthened," reflects Metsämuuronen. "This may have implications for how motivated top performers are to pursue more challenging mathematics studies in high school. This, in turn, is relevant to ensuring that as many of them as possible pursue professions in later studies that require mathematical expertise, such as technical fields."
Karvi recommends that teachers utilize assessment information to employ teaching methods that maintain the motivation of top performers and that teachers have found useful as differentiation methods for top performers. One solution is flexible grouping in mathematics classes, allowing students to choose the group that progresses at a pace suitable for them.
Girls more often experienced negative emotions when studying mathematics than boys did
At the national level, the connection between emotions and competence was examined for the first time. "It's interesting that among both the group of the lowest and highest performers, girls' emotions while studying mathematics are more negative than those of boys with similar levels of competence. Regardless of the proficiency group, girls were more disappointed, anxious, uncertain, and angry when thinking about mathematics compared to boys," Metsämuuronen explains the results. Among the lowest-performing girls, a small group size was associated with more positive emotions, while a large group size was linked to more negative emotions. On the other hand, a positive, safe, and encouraging atmosphere in the classroom was associated with positive emotions.
Emotions experienced in connection with the subject may be related to setting learning goals, performance on mathematics tasks, and the effort put into them, as well as the perception of one's own abilities. Therefore, Karvi recommends acquiring more information about the connection between emotions and competence.
For more information:
Jari Metsämuuronen, Counsellor of Evaluation, Karvi
p. +358 2 9533 5516
Metsämuuronen, J. (2023). Matematiikkaa COVID-19-pandemian varjossa III. Syventäviä analyyseja matematiikan 9. luokan arvioinnista keväällä 2021. [Mathematics in the shadow of COVID-19 III. Deepening analysis of the assessment of mathematics at the 9th grade in spring 2021.] Publications 31:2023. Kansallinen koulutuksen arviointikeskus.
Metsämuuronen, J. (Ed.) (2023). Matematiikkaa COVID-19-pandemian varjossa IV. Opettajat ja poikkeuksellisen heikosti ja hyvin suoriutuneiden oppilaiden osaaminen ja akateemiset tunteet matematiikan 9. luokan arvioinnissa keväällä 2021. [Mathematics in the shadow of COVID-19 IV. Teachers and achievement and academic feelings of exceptionally low and high performing students in the 9th grade mathematics assessment in spring 2021]. Publications 32:2023. Kansallinen koulutuksen arviointikeskus.