Læreres og lærerstuderendes forståelse af computationel tankegang i relation til matematikundervisningen: Et hermeneutisk litteraturinterview

  • Camilla Finsterbach Kaup, Lektor Professionshøjskolen UCN
Nøgleord: Matematik, folkeskolen, computational thinking, læreruddannelse, teknologiforståelse

Resumé

Formålet med denne artikel er at undersøge eksisterende litt eratur for at skabe overblik
over viden, der relaterer sig til læreres og lærerstuderendes holdninger til og
forståelse af begrebet computationel thinking (CT) i relation til matematikfaget. Der er
arbejdet ud fra en hermeneutisk forståelse i tilblivelsen af litt eraturreviewet, og i alt
indgår seks centrale tekster. Det identifi ceres, at lærerne og de lærerstuderende ofte
ikke har kendskab til CT, og de mangler klare idéer til, hvordan det kan inddrages
i undervisningen. Det ses derfor centralt, at lærerne og de lærerstuderende igennem
kompetenceudvikling støtt es i at udvikle brugen af CT igennem didaktiske
faglige situationer, de kan relatere til egen undervisningspraksis. Ved at have fokus
på kompetenceudvikling kunne der ses en ændring i deltagernes forståelse af CT,
særligt i relation til fagområdet matematik. Ligeledes var arbejdet med højniveau
programmeringssprog med til at udvikle lærernes og de lærerstuderendes forståelse
for CT og herunder også deres matematiske begrebsforståelse.

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Publiceret
2019-12-20
Citation/Eksport
Kaup, C. (2019). Læreres og lærerstuderendes forståelse af computationel tankegang i relation til matematikundervisningen: Et hermeneutisk litteraturinterview. Studier I læreruddannelse Og -Profession, 4(1), 77-103. Hentet fra https://tidsskrift.dk/SLP/article/view/117981
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