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Lärarkunskaper inom programmering i matematikundervisningen.: En kvalitativ intervjustudie som synliggör lärares kunskaper inom programmering i årskurs 1-3.
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Teachers' knowledge of programming in mathematics education. : A qualitative interview study to notice teachers' knowledge of programming in grade 1-3. (English)
Abstract [sv]

Programmering är ett relativt nytt inslag i skolan som lärare ska arbeta med, och min uppfattning har varit att det finns blandade känslor hos lärare angående programmering och dess innehåll. Därför genomfördes den här studien med syftet att skapa en förståelse om hur lärarkunskaper inom programmering i matematikundervisningen ser ut i årskurs 1-3. Frågeställningar som varit relevanta för studien är vad matematiklärare har för kunskaper och kompetenser inom programmering, vilka kunskaper lärare har om matematikämnets innehåll i läroplanen i relation till programmering, samt hur lärare arbetar med innehållet programmering i matematikundervisningen.

För att få fram lärares kunskaper inom programmering har intervjuer använts. Sammanlagt intervjuades fem lärare, varav fyra arbetade i årkurs 1-3 och en i årskurs 4. Datainsamling, intervjuer och analys baserades på det teoretiska ramverket MKT. Resultatet sammanställer lärarnas kunskaper angående programmering. Det framkommer att det är en fördel om lärarna kan ord och begrepp inom programmering och om de har kunskap om hur olika programmeringsverktyg fungerar. Det lyfts även fram i resultatet hur lärarna arbetade med programmering och hur det kan användas i matematikundervisningen.

Abstract [en]

Programming is a relatively new element in the school, which teachers should work with. My perception is that teachers have mixed reactions about programming and its content. Therefore, this study was conducted with the aim of creating an understanding of teachers’ knowledge in programming in mathematics teaching in grade 1-3. Three questions were used to achieve the aim of this study, they are: what knowledge and competence do teachers in mathematics have in programming, what knowledge do teachers have of the subject matter in the curriculum in relation to programming, and how teachers work with the content programming in mathematics teaching.

The study is an interview study that has been used to gather information about the teachers' knowledge in programming. In total, five teachers were interviewed, of whom 4 worked in grades 1-3 and one in grade 4. The theoretical framework MKT were used to collect the data, interview and for the analysis of the data. The result has shown that it is a benefit if the teachers know words and concepts that are used in programming and how different programming tools works. Furthermore, the results shows how the teachers' worked with programming and how it can be used in teaching mathematics.

Place, publisher, year, edition, pages
2019. , p. 32
Keywords [en]
programming, curriculum, education, mathematics, teacher knowledge
Keywords [sv]
programmering, läroplan, undervisning, matematik, lärarkunskap
National Category
Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-44537ISRN: JU-HLK-JU-2-20190731OAI: oai:DiVA.org:hj-44537DiVA, id: diva2:1325473
Subject / course
HLK, Mathematics for teaching and learnin
Supervisors
Examiners
Available from: 2019-06-17 Created: 2019-06-16 Last updated: 2019-06-17Bibliographically approved

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