Att realisera nytt ämnesinnehåll

: Om högstadielärares erfarenheter och uppfattningar av programmering i matematikämnet

Abstract

In connection to the revision of the curriculum in 2018, programming was added as a new content in the mathematics subject. For about four years, mathematics teachers have had the task of implementing the goals and creating a good learning environment based on the new subject content. This implementation has created great challenges and provoked mixed feelings among the teachers. The aim of this study was to illustrate the outcome of the implementation. This was done by examining the experiences and opinions of upper secondary teachers regarding the use of programming in the mathematics subject. In a web survey, upper secondary mathematics teachers have been asked to answer questions about the matter. The results were then analyzed and discussed based on the theoretical framework TPCK, a theory of knowledge based on balance and interaction. The results indicate a relatively low interest towards including programming in the mathematics subject. Overall, the teachers seemed skeptical and from the results it is clear that they would rather see programming and mathematics as two separate subjects. This, despite the widespread understanding among the teachers of the connection between programming and mathematics. Due to society's need for digital competence and the labor market’s demand for it, the teachers had positive attitudes towards the students developing programming skills. Since the results of the study were based on a quite small sample (n = 21), it is not possible to draw any general conclusions from the results. However, the results indicate that the self-assessed experiences and skills in the teacher group are rather low. This could be the reason why teachers in this survey communicate a need for support as well as ready-made assignments and tasks in order to be able to conduct programming lessons.

Date of Award	2022-Dec
Original language	Swedish
Supervisor	Örjan Hansson (Supervisor), Kristina Juter (Assessor) & Kristina Juter (Examiner)