Digitala läromedel och återkoppling i matematik från förskoleklass till årskurs tre : Lärares möjligheter till återkoppling med digitala läromedel

Sammanfattning: As society becomes increasingly digital, it becomes clear that this is also reflected in school. The school's students become more familiar and have greater knowledge when it comes to digital tools, which leads to the school also being digitized more and more. In order for the school to be a learning organization, it is good if the digital teaching materials are included in the teaching (Håkansson & Sundberg, 2016). The digital tools change the conditions in different ways for learning in school. The changing conditions affect and affect teachers 'and students' views and perceptions of knowledge in general, but also their attitudes and ways of using digital tools in both formal and informal environments. To be able to handle a digital world, competence is needed. It is not enough to not only be technically knowledgeable but also understand what opportunities, challenges and ethical issues this gives rise to. Formal learning changes with how we communicate, acquire knowledge and maintain contacts in different contexts (Skolverket, 2018).Therefore, it is now even more important that teachers have the knowledge required to be able to teach digital teaching materials. Both for streamlining the teacher's ability for assessment and the student's knowledge development. In this work, a digital survey has been conducted in the field of mathematics and digital teaching materials. The purpose of the questionnaire was to see any differences between the traditional teaching aids and digital teaching aids, as well as how feedback is given in the digital teaching aids in mathematics for grades 1 - 3. All questionnaire questions have been analyzed and processed based on a theoretical framework. The theoretical framework contains different levels of feedback based on Hattie and Timperley's (2007) theory. The results have then been compared and set against the different levels to then come to the conclusion that the digital teaching materials have a great opportunity to be able to provide feedback on a personal level. In the end, it could be stated that all the digital teaching aids mentioned in the survey have some form of shortcoming when it comes to feedback.