Digitale artefakter i matematikundervisningen

Understøttelse af elevernes computationelle- og matematiske forståelse

Abstract

Computational thinking (CT) is a key concept when it comes to technology involvement in primary and lower secondary school. This article addresses the use of digital artifacts to support students' computational and mathematical understanding and explores the potentials that may arise. The purpose is to investigate the teaching staff's use of digital artifacts in didactic iteratives. The theory of semiotic mediation (TSM) is used for content analysis of the use of digital artifacts across the didactic cycles.

The empirical data base consists of a case, which includes observations from the teaching of the teaching staff from three 3rd grades at the same school. The focus is on one of the classes work with micro: bits as a digital artifact.

It is revealed that the potential of involving the digital artifact lies in how the teaching staff develops teaching sequences that give students the opportunity to try out the digital artifact and thereby create their own understanding of its use.