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En formalisering av matematiken i svensk gymnasieundervisning
KTH, School of Engineering Sciences (SCI).
2011 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesisAlternative title
A Formalisation of Swedish Upper Secondary School Mathematics (English)
Abstract [en]

This study examines how formal mathematics can be taught in the Swedishsecondary school with its new curriculum for mathematics. The study examineswhat a teaching material in formal mathematics corresponding to the initialcontent of the course Mathematics 1c could look like, and whether formalmathematics can be taught to high school students.The survey was conducted with second year students from the science programme.The majority of these students studied the course Mathematics D.The students described themselves as not being motivated towards mathematics.The results show that the content of the curriculum can be presented withformal mathematics. This both in terms of requirements for content and studentsbeing able to comprehend this content. The curriculum also requires thatthis type of mathematics is introduced in the course Mathematics 1c.The results also show that students are open towards and want more formalmathematics in their ordinary education. They initially felt it was strangebecause they had never encountered this type of mathematics before, but somestudents found the formal mathematics to be easier than the mathematicsordinarily presented in class.The study finds no reason to postpone the meeting with the formal mathematicsto university level. Students’ commitment to proof and their comprehentionof content suggests that formal mathematics can be introduced inhigh school courses. This study thus concludes that the new secondary schoolcourse Mathematics 1c can be formalised and therefore makes possible a renewedmathematics education.

Abstract [sv]

Denna studie undersöker hur formell matematik kan undervisas i den nya svenskagymnasieskolan med dess nya ämnesplan för matematik. I studien undersökshur ett undervisningsmaterial i formell matematik motsvarande det inledandeinnehållet i kursen Matematik 1c kan se ut och huruvida denna matematik kanundervisas med gymnasieelever.Undersökningen genomfördes med elever från det naturvetenskapliga programmetsandra årskurs. Majoriteten av dessa elever läste då kursen MatematikD. Eleverna beskrev sig själva som ej motiverade i matematik.Resultatet visar att innehållet i ämnesplanen kan presenteras med formellmatematik. Detta både med avseende ämnesplanens krav på innehåll och atteleverna kan förstå innehållet. Ämnesplanen kräver dessutom att denna typ avmatematik tas upp som en del av innehållet i kursen Matematik 1c.Resultatet visar också att eleverna är öppna för och vill ha mer formellmatematik i undervisningen. De tyckte att det kändes ovant eftersom att dealdrig tidigare stött på denna typ av matematik, men vissa elever fann formellmatematik som enklare än matematiken som normalt presenteras på lektionerna.Studien finner ingen anledning till att skjuta upp mötet med formell matematiktill universitetsnivå. Elevernas engagemang för bevis och tillgodogörandetav innehållet talar också för att formell matematik kan introduceras i gymnasiekurserna. Studiens slutsats är således att nya gymnasieskolans kursMatematik 1c kan formaliseras och öppna upp för en förnyad matematikundervisning.

Place, publisher, year, edition, pages
2011.
National Category
Learning
Identifiers
URN: urn:nbn:se:kth:diva-93300OAI: oai:DiVA.org:kth-93300DiVA: diva2:515592
Subject / course
Technology and Learning
Educational program
Master of Science in Engineering - Engineering and of Education
Uppsok
Technology
Supervisors
Examiners
Available from: 2012-04-13 Created: 2012-04-13 Last updated: 2013-03-25Bibliographically approved

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Type fulltextMimetype application/pdf

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