Tracing two apprentices’ Trajectories Toward Adaptive Professional Expertise in Fingerprint Examination

Mustonen, Virpi; Hakkarainen, Kai

doi:10.1007/s12186-015-9130-7

Cited by 12 publications

(6 citation statements)

References 35 publications

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“…Although less widely studied, flexibility also plays a key role in other STEM disciplines, including spatial thinking(Uttal, Miller, & Newcome, 2013), electronics(Pirttimaa, Husu, & Metsärinne, 2017), fingerprint analyses(Mustonen & Hakkarainen, 2015), and biomedical engineering ethics(Martin, Rayne, Kemp, Hart, & Diller, 2005).…”

mentioning

confidence: 99%

Exploring students’ procedural flexibility in three countries

Star¹,

Tuomela

Prieto

et al. 2022

IJ STEM Ed

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Background In this cross-national study, Spanish, Finnish, and Swedish middle and high school students’ procedural flexibility was examined, with the specific intent of determining whether and how students’ equation-solving accuracy and flexibility varied by country, age, and/or academic track. The 791 student participants were asked to solve twelve linear equations, provide multiple strategies for each equation, and select the best strategy from among their own strategies. Results Our results indicate that knowledge and use of the standard algorithm for solving linear equations is quite widespread across students in all three countries, but that there exists substantial within-country variation as well as between-country variation in students’ reliance on standard vs. situationally appropriate strategies. In addition, we found correlations between equation-solving accuracy and students’ flexibility in all three countries but to different degrees. Conclusions Although it is increasingly recognized as an important construct of interest, there are many aspects of mathematical flexibility that are not well-understood. Particularly lacking in the literature on flexibility are studies that explore similarities and differences in students’ repertoire of strategies for solving algebra problems across countries with different educational systems and curricula. This study yielded important insights about flexibility and can push the field to explore the extent that within- and between-country differences in flexibility can be linked to differences in countries’ educational systems, teaching practices, and/or cultural norms around mathematics teaching and learning.

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mentioning

confidence: 99%

Exploring students’ procedural flexibility in three countries

Star¹,

Tuomela

Prieto

et al. 2022

IJ STEM Ed

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show abstract

“…With regards to fingerprint examination, Mustonen and Hakkarainen (2015) studied two novice fingerprint analysts, how their fingerprint professional vision developed, and how they reflected on their developing performance. This study was actually useful as we considered the development of our novice mathematics students and their development of mathematics professional vision, because our methodology mirrored Mustonen and Hakkarainen's (2015), in that we asked for the students to reflect on their development of professional development through their participation in focus groups and interviews, similar to how these researchers had their participants reflect through interviews and diaries. Finally, Gravengaard and Rimestad (2012) described the development of journalists' development of professional vision through their participation in daily newsroom meetings.…”

Section: Professional Visionmentioning

confidence: 99%

A Trio of Courses to Support Mathematics Transfer Students’ Development of Professional Vision

Roberts

Pajela

2022

EURASIA J Math Sci Tech Ed

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This study explored the development of professional vision as related to transfer students becoming upper division, four-year mathematics students. We drew from qualitative focus groups with 21 participants at a four-year research university, who were enrolled in a trio of concurrent transitional mathematics courses. We examined the development of professional vision in three areas: engaging in proof and problem solving, being a member of a university mathematics community, and finding a future in mathematics. We found that students developed professional vision related to proof and problem solving, including experiences that were more abstract, more proof-based, and more problem solving-based. Development of community as part of the students' professional vision was embedded throughout the cohort model, a noteworthy aspect of the trio of courses. Finally, students' professional vision around finding a future in mathematics developed around future careers in mathematics, as well as students' access to and knowledge of future career opportunities. Ultimately, diminished timelines exacerbated many of students' struggles, as related to professional vision or otherwise.

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“…The canvas was an activating tool for collaborative knowledge building. Tools relate to the existing culture (Brown et al, 1989) and carry information about how they are used in cultural and authentic actions (Mustonen & Hakkarainen, 2015). The participants shared the culture of health and social care, knew the context and the working environment, and were familiar with the topic.…”

Section: Data Collectionmentioning

confidence: 99%