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Uppfattningar hos behörigamatematiklärare om införandet av programmering i högstadietskursplan för matematik
KTH, School of Industrial Engineering and Management (ITM), Learning.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Perceptions of certified mathematics teachers about the inclusion of programming in the secondary school mathematics curriculum (English)
Abstract [sv]

Det här examensarbetet undersöker lärares uppfattningar kring fenomenet - införandet avprogrammering i grundskolans matematikämne. Som teoretiskt ramverk har enfenomenografisk ansats använts. Som metod för att samla in data har intervjuer med ettantal behöriga lärare på en högstadieskola utförts.Det insamlade forskningsdatat har analyserats och sedan delats upp utifrån övergripandeteman i vilka beskrivningskategorier därefter definierats. Lärarnas uppfattningar omfenomenet befinner sig i huvudsak i spannet neutralt - negativt. En tydlig brist på positivauppfattningar framkommer.

Examensarbetets resultat pekar i huvudsak ut tre beskrivningskategorier: (1) att lära utnågot jag inte själv behärskar, varken innehållsmässigt eller didaktiskt gör mig osäker ochkan få mig att känna uppgivenhet, (2) att matematikämnet känns fulländat ochprogrammeringen hamnar vid sidan av ordinarie matematikundervisning samt (3) attsatsningen kan tolkas som ogenomtänkt men man hänger med tillsvidare eftersom ledningsatsar med engagemang och resurser.

Abstract [en]

This thesis examines teachers’ perception of the phenomenon - introduction ofprogramming in the subject of secondary school mathematics. A phenomenographicalapproach has been used as a theoretical framework for this study. Empirical data collectionfor the study has been done from one secondary school.The collected data has been analyzed and there after partitioned into high level themes forwhich description categories have been defined. The teachers’ perceptions are in generallocated in the space that ranges from neutral to negative. The lack of clearly positiveperceptions is significant.

The results of the thesis essentially point out three description categories: (1) that teachingsomething I do not master myself, neither in terms of content nor didactical, makes meuncertain and can make me feel abandoned, (2) that the mathematics subject feels perfectas is and the programming falls in addition to regular mathematics teaching and (3) thatthe investment is not well thought out but one commits until further notice as managementinvests with commitment and resources.

Place, publisher, year, edition, pages
2019. , p. 25
Series
TRITA-ITM-EX ; 2019:599
Keywords [en]
mathematics teacher, teachers' perceptions, programming, secondary school, education
Keywords [sv]
matematiklärare, lärares uppfattningar, programmering, grundskola, undervisning
National Category
Mathematics Learning
Identifiers
URN: urn:nbn:se:kth:diva-257957OAI: oai:DiVA.org:kth-257957DiVA, id: diva2:1349412
Educational program
Bridging Teacher Education Programme
Presentation
2019-09-01, 00:00
Supervisors
Examiners
Available from: 2019-09-10 Created: 2019-09-09 Last updated: 2019-09-10Bibliographically approved

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Citation style
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