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Lärares uppfattningar om införandet av programmering i gymnasieskolans matematikämne
KTH, School of Industrial Engineering and Management (ITM), Learning.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Teachers' perception about the introduction of programming in the subject of upper secondary school mathematics (English)
Abstract [sv]

Vi lever i ett samhälle där datorer och annan digitalteknik blir allt mer central i vår vardag. Sveriges regering har därför ålagt Skolverket att stärka elevernas digitala kompetens. Som en del av detta införs programmering som ett digitalt verktyg i matematikundervisningen både i grundskolan och på gymnasiet. Det krävs dock i nuläget inga kurser i programmering för att bli en legitimerad matematiklärare.

Syftet med undersökningen som presenteras i denna rapport är att undersöka matematiklärares uppfattningar som uppkommit på grund av att Skolverkets revidering av läroplanerna i matematik. Denna revidering innebär att vissa matematikkurser på gymnasiet innefattar att programmering skall användas som problemlösningsverktyg.

Underlaget till denna undersökning är en transkribering och tematisering av kvalitativa intervjuer med tio matematiklärare, samt tidigare forskning. Undersökningen fann en viss oro bland lärarna som till stor del handlade om bristande kunskap i programmering samt problematiken med att hinna med att få in ytterligare ett moment i undervisningen. Under intervjuerna framgick det att lärarna var allmänt fundersamma om vilka digitala verktyg de skulle använda för att lösa detta nya krav. En majoritet av lärarna förordade dock Excel och Geogebra. Det framkom ett visst missnöje med att detta nya krav infördes med mycket kort varsel. Många lärare förväntade sig och litade på att läroboksförfattarna skulle komma med en uppdatering av läroböckerna i matematik. En uppdatering som förväntades innefatta programmering och som därmed skulle lösa den nya pedagogiska utmaningen.

Abstract [en]

Computers and other digital technology are becoming increasingly important in our society. Due to that, the Swedish Government has instructed their National Agency for Education to strengthen the students' digital competence. One outcome of this was that programming become a part of teaching mathematics both in primary and upper secondary school. Programming is not a part of the mandatory studies needed to become a certified mathematics teacher.

The purpose of this study is to investigate the ideas, attitudes and ideas of mathematics teachers that have arisen because of the National Agency for Education's revision of the curricula in mathematics. According to this revision of the curricula, students should use programming as a problem-solving tool.

The basis for this study is a transcription of qualitative interviews with ten mathematics teachers and an examination of previous research. This study found that there was some concern among the teachers. Most of the concern was about lack of knowledge in programming. The majority of teachers preferred to use Excel and Geogebra as a digital tool to teach programming. Many teachers expressed spontaneously a general dissatisfaction with the impact that calculators already have in mathematics education. There was some dissatisfaction with the introduction of this new requirement at very short notice. Many teachers expected and trusted that the textbook authors would come up with an update of the textbooks in mathematics. An update that would thus solve their new educational challenge.

Place, publisher, year, edition, pages
2019. , p. 41
Series
TRITA-ITM-EX ; 2019:230
Keywords [en]
Programming, mathematics teaching, digital mathematical tools, mathematical problem solving, mathematics teachers, calculators, teachers' perceptions
Keywords [sv]
Programmering, matematikundervisning, digitala matematiska verktyg, matematisk problemlösning, matematiklärare, miniräknare, lärarnas uppfattningar
National Category
Learning
Identifiers
URN: urn:nbn:se:kth:diva-251763OAI: oai:DiVA.org:kth-251763DiVA, id: diva2:1316923
Subject / course
Technology and Learning
Educational program
Bridging Teacher Education Programme
Presentation
2019-05-11, 13:46
Supervisors
Examiners
Available from: 2019-05-21 Created: 2019-05-21 Last updated: 2019-05-21Bibliographically approved

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