Photo: Nick Kim
Declining student engagement and achievement in mathematics, together with widening socioeconomic disparities, have raised concerns about equity and the quality of mathematics education. In her doctoral dissertation, Eunji Kim examined how Finnish primary school teachers’ learning histories and beliefs about mathematics shape teaching and explored how Languaging (kielentäminen)—expressing mathematical thinking through speaking, writing, drawing, symbols, manipulatives, and movement—supports teaching and learning. The findings show that teachers’ beliefs are strongly influenced by prior experiences but can also evolve through sustained engagement with new pedagogical practices. Languaging supported teachers in reflecting on and reshaping their instructional practices. The dissertation provides new theoretical and practical insights for teachers, teacher educators, curriculum developers, and schools by offering a structured approach to promoting more meaningful and equitable mathematics learning without adding new curricular content.
The doctoral dissertation of M.A. (Ed.) Eunji Kim in the field of Education titled Languaging as a Pedagogical Bridge in Primary Mathematics Education: Exploring the Experience-Belief-Teaching Practice Nexus will be publicly examined at the Faculty of Education and Culture at Tampere University on 7 August 2026.
The Opponent will be Docent Lasse Eronen from the University of Eastern Finland. The Custos will be Docent Jorma Joutsenlahti from the Faculty of Education and Culture, Tampere University.