LÅG- OCH MELLANSTADIELÄRARES RESONEMANG OCH TILLÄMPNING AV PROGRAMMERING I MATEMATIKÄMNET

Detta är en Magister-uppsats från Institutionen för tillämpad informationsteknologi

Sammanfattning: The National Agency for Education introduces programming and digital tools in the syllabus for the mathematics at the primary school 2018 at the request of the Swedish Government. The reason for this decision is that we live in an increasingly digitalized society that leads to an increased need for digital knowledge in most professions. Pupils need to be equipped with the knowledge and skills required in the society in which they live.This qualitative study aims to investigate how mathematics teachers working within the grades 2-6 reason about the programming requirement in the curriculum and how they apply it in their teaching. The empirical material consists of semi-structured interviews with eight teachers. The study shows that mathematics teachers consider that programming introduction in the curriculum is relevant in relation to digitalization development in society. All mathematics teachers´ reason that they have used programming at least once in their teaching but few have used it a means to teach about mathematics. Another reasoning shows that mathematics teachers consider that the programming concretizes mathematics in student learning. This is also supported in previous research which shows that programming develops concrete ability to reason, think logically and plan. Regarding the practical application of the requirement, the study shows that mathematics teachers teach programming as an analog activity, also they do it in the digital programming environments, and as a subject content in its own matter as presented in the teaching materials. The analysis of the interviews also revealed that the teachers reasoned in many different ways which in this study could possibly be linked to teachers’ different backgrounds in computer science.To summarize, the study shows that mathematics teachers follow the programming requirements in the central curriculum for mathematics, although to a limited extent when the purpose of the syllabus is considered. The study also shows that teachers reason in different ways about the programming requirement and that the requirement has been implemented in different ways and to different extents.

  HÄR KAN DU HÄMTA UPPSATSEN I FULLTEXT. (följ länken till nästa sida)