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Datorn som motivationsverktyg i matematikundervisningen: En intervjustudie om elevers upplevelser av 1:1 i matematik
Karlstad University, Faculty of Health, Science and Technology (starting 2013).
2019 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesisAlternative title
The computer as a motivational tool in mathematics teaching : An interview study of students’ experiences of 1:1 in mathematics (English)
Abstract [sv]

Digitaliseringen i skolan har lett till att det blivit allt vanligare med 1:1-satsningar, det vill säga införande av en dator per elev. Detta görs för att öka elevernas digitala kompetens, men också ofta med förhoppning om ökad motivation till skolarbete.

I studien har 17 elever inom årskurs 4–6 intervjuats. Syftet har varit att undersöka hur eleverna upplever att användningen av datorn under matematiklektionerna påverkar deras motivation, samt vilka faktorer eleverna lyfter fram som för-och nackdelar vid användningen av datorn. Dessa faktorer har sedan analyserats utifrån motivationsteori för att se hur olika typer av motivation kan påverka lärande.

Resultatet visar att användningen av datorn under matematiklektionerna kan bidra både till elevernas yttre- och inre motivation, men att motivation för datorn bör skiljas från motivation för matematikinnehållet. Resultatet visar även på en brist i lärarstöd och att datorn ofta inkluderas i undervisningen på ett sätt som inte främjar elevernas inre motivation och lärande i matematik.

Abstract [en]

The digitization in school has led to an increase in 1: 1 investment, also known as the introduction of one computer per pupil. This is to enhance students' digital competence, but also often with the hope of increased motivation for schoolwork.

In the study, 17 students in grades 4–6 were interviewed. The purpose has been to investigate how the students feel that the use of the computer during lessons in mathematics affects their motivation, as well as what factors the students highlight as the pros and cons of using the computer. These factors have then been analysed against motivation theory to see how different types of motivation can affect learning.

The result shows that the use of the computer during lessons in mathematics can contribute both to the students' extrinsic and intrinsic motivation, but that motivation for the computer should be separated from the motivation for the mathematical content. The result also shows a lack in teacher support, and that the computer is often included in a way that does not promote the students' intrinsic motivation and learning in mathematics.

Place, publisher, year, edition, pages
2019. , p. 59
Keywords [en]
mathematics, computer, digital tools, motivation, 1:1.
Keywords [sv]
matematik, dator, digitala verktyg, motivation, 1:1.
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-73084OAI: oai:DiVA.org:kau-73084DiVA, id: diva2:1330912
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-06-26Bibliographically approved

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