Gymnasielärares uppfattning om undervisning av linjära funktioner

Sammanfattning: The study has investigated what knowledge Swedish upper secondary school teachers, who teach mathematics in the courses 1a, 1b or 1c, express about the teaching of linear functions. Furthermore, the study investigated what teachers believe students need to learn, which instructional activities teachers believe they use and what difficulties teachers perceives in teaching. To investigate this semi-structured interviews were carried out with nine teachers, which in turn have then been analyzed using the PCK based tool CoRe together with thematic analysis. The results show that the participating teachers both address aspects of their teaching that are common to several teachers and that are unique to one teacher. The conclusion that can be drawn from the results is that the teachers express that students need to learn to: make everyday connections, understand the transition between and the meaning of representation and understand the concept of a function. The instructional activities used include: digital tools, review, assignments and unique practical exercises. The difficulties identified are: lack of prior knowledge, lack of interest in functions, modeling of linear functions, the parameters k and m, the notation f(x) and the difference between f(x)=a and f(a).