Lärares åsikter om att använda digitala verktyg i matematikundervisning.

Sammanfattning: This study has partly examined teachers’ opinions on why they do and why they do not use digital tools in mathematics teaching, and partly when teachers think that it is appropriate and not appropriate to use digital tools in mathematics teaching. The study was conducted by interviewing four mathematics teachers who are active in grades 4-6. The teachers explained that they lack access to the digital tools that they need and want. In addition, they lack the digital skills and education for using digital tools in teaching mathematics. They also do not get the time they need to familiarize themselves with how digital tools can be used. They stated that they mainly use digital tools for mass training tasks, which does not correspond to what they should use digital tools for based on the Swedish curriculum. The teachers thought that digital tools are best suited for whole-class teaching, to reach all students at the same time. In addition, the teachers explained that digital tools are suitable for individual work, as digital tools can often be adapted based on the students’ individual needs. The study also examined the reasons for the teachers’ opinions. The opinions were mainly influenced by the teachers’ self-created knowledge, which they created as they used digital tools in mathematics teaching.