The national project to improve skills in mathematics and natural sciences (LUMA) was launched in 1996 at the Finnish Ministry of Education. LUMA, a joint project of general education and vocational education and training, was launched a year before that at the Finnish National Board of Education. Initially, 24 Finnish-speaking and two Swedish-speaking municipalities piloted the project. In addition, 10 teacher training schools participated in it. Later the project spread to almost 80 providers of education in addition to the teacher training schools. One of the objectives was to raise mathematics and natural sciences skills to the top quarter in the OECD countries, and to arouse interest in these subjects from the pupils. Concern about the number of people trained in these disciplines was reflected in the fact that numerous socially influential parties participated in the project. Many of the quantitative objectives of the project were not reached, but many signs of qualitative improvements were seen as the project spread in the year 2000 (e.g. Assessment of Learning Results of Basic Education in the Sixth Grade in 2000, published by the Finnish National Board of Education in 2000 and Attending School is OK by Irma Aroluoma, published in 2001).
Central activities in the LUMA project were the promotion of effective continuing education, e-learning and creating materials to support learning. Furthermore, LUMA brought together researchers from universities, school teaching staff, civil servants in educational administration, and professionals working in the industry. The rest was taken care of by the media, which showed interest in instruction in mathematics and natural sciences. Improving mathematics and natural sciences skills also became a joint venture on the municipal level and many actions were taken to further this cause.
In addition, one of the goals was to raise interest towards learning mathematics and natural sciences among girls. National studies have repeatedly showed that in Finland there are no major discrepancies in the learning results of, for example, mathematics between boys and girls. We had just failed in arousing interest in these subjects among girls, a fact evident in the higher level optional courses in mathematics and natural sciences in, for example, upper secondary school education, although the situation is much better in the schools that participated in the LUMA project than elsewhere in the country.
Investments in research into learning difficulties over the last few years and using the results in practical school work have been of key importance when improving the weaker pupils’ learning results. Abolishing learning obstacles has at the same time lifted pupils’ self-confidence. Investments in pupil welfare at schools have also helped teachers concentrate on teaching, though lack of time is an everyday phenomenon in schools. Reading and writing skills have also been especially important in learning mathematics. Many projects which have tried to develop these skills have for their part supported mathematical skills.
The final evaluation report for the proejct was presented 12.12.2002. In the follow-up programme in the National Board of Education the main task will be the coordination of LUMA-network and dissemination of the practises and other valuable outcomes of LUMA.
Evaluation report (pdf), 42 pages
Finnish knowledge in mathematics ans sciences in 2002 – Final report of LUMA programme (pdf), 186 pages
Annexes (pdf), 155 pages
This is LUMA
LUMA is a development programme of the National Board of Education for mathematics and science education for 1996-2002. The project is a part of the national joint action launched by the Ministry of Education for raising mathematical and scientific knowledge in Finland to the international level. In Finland, science subjects are considered to include Physics, Chemistry, Biology and Physical Geography.
The best way to guarantee high-quality learning is to have motivated, enthusiastic teachers. Hence, ways of bringing about changes in teachers and in their teaching methods are being looked for in the LUMA programme. The teachers' enthusiasm and knowledge will be visible in their work and this will influence the students' interests, ways of studying and subject choices.
Luma Schools as Promoters
Implementation of the programme is taking place in 16 networks involving 78 local authorities and within their regions a total of 270 educational institutions. Primary schools, lower and upper secondary schools and vocational schools and institutes collaborate with each other and with other educational institutions and enterprises in their localities.
The activities in the networks are expected to aim at the following goals:
- Students with learning and other difficulties, as well as the most talented students, will be supported so that all students will have equal opportunities to learn mathematics and science.
- Feasible models will be developed for increasing girls' and women's interest and attainments in mathematics and science studies.
- Learning environments will be developed to encourage all students to observe phenomena, to perform experiments, to apply their knowledge in real life situations in solving problems.
- Mathematics and science teachers will collaborate on different educational levels so that the curriculum will continue smoothly from preschool onwards.
- The integration of the teaching of mathematics and science subjects with one another and with fields of application will improve.
- An environmental approach will be carried out in teaching mathematics and science subjects.
- The relative weight of mathematics and science in vocational education will increase.
- Innovations will disseminate from the network schools to local schools, and gradually throughout the country.
The anticipated results of changes in teaching are as follows:
- Students' interest in mathematics and science will increase.
- Both boys and girls will choose more courses in mathematics and science subjects and study them in more depth.
- All students will be able to improve the quality of their own learning processes.
- Students will acquire both knowledge for everyday life and learning for further studies.
- Students will assimilate the knowledge and willingness needed for a contribution to sustainable development.
Measures taken by the National Board of Education
Right from the start of the programme teachers have been given opportunities for in-service training free of fees. This in-service training is open for mathematics and science teachers in all educational institutions. There are opportunities for both university level degree studies of 15 to 20 credits and shorter studies of 3 to 5 credits aiming for the improvement of the subject knowledge and pedagogical skills.
The LUMA project group has produced material to be used by teachers, for example a manual on classrooms and facilities in science teaching, a book to assist physics teaching in primary school, and a publication dealing with experiments and modelling in science for both lower and upper secondary school. Material for mathematics teaching in the vocational education has also been produced.
In their actual teaching and evaluation tasks the teachers are assisted by criteria of evaluation in mathematics and science. These criteria are written to help the final grading in compulsory education.
Achievements
The LUMA schools are working with their own activities in mathematics and science. Co-operation between teachers has increased; connections with partners outside the schools have become stronger than before. Experimental learning has increased, and many schools have classes or streams that specialise in mathematics and science.
Teachers have eagerly participated in the in-service training. They have taken degrees, improved their subject knowledge and widened their pedagogical skills.
The public appreciation of mathematics and science has risen, and simultaneously the teachers have placed a higher value on their profession.
Evaluation
Statistics Finland collects national data on students' choices of optional courses in mathematics and science subjects in lower and upper secondary schools. The effect of the programme in the whole country and the development in the project schools can be viewed when statistics from several years are available.
The National Board of Education has evaluated the achievements in science in basic education in 1998. In 2000 the achievements in mathematics will be assessed in an international assessment (TIMMS-R), and in 2001 Finland will participate in the PISA evaluation project carried out in the OECD countries. In the PISA project both mathematics and science achievements will be assessed.
Contact information
National Board of Education
Lea Houtsonen (Biology and Geography)
Jari Koivisto (Physics and Informatics)
Lauri Kurvonen (Vocational Education)
Henrik Laurén (Swedish-language Education)
Marja Montonen (Chemistry and Physics)
Leo Pahkin (Mathematics)
Pia Bäckman (Secretary)