Tema 1: Programmering af robotenheder i grundskolen

Authors

DOI:

https://doi.org/10.7146/lom.v8i14.21615

Keywords:

Robotter, Programmering, Grundskole

Abstract

I denne artikel undersøger vi potentialerne for at lære matematik gennem programmering af robotter. Vi foreslår en model med tre indbyrdes afhængige læringspotentialer, som programmering fordrer. Det omfatter elevens evne til at; (1) tænke i algoritmer, (2) producere viden og artefakter gennem brug af matematik og (3) foretage abstraktion og indkapsling.

Programmering er blevet en del af grundskolens læringsmål i flere lande. I Danmark er programmering et læringsmål i forenklede fælles mål for Fysik/Kemi og desuden en del af den nationale undervisningsvejledning for matematik. En analyse af potentialerne i at anvende programmering i forbindelse med disse fag er derfor væsentlig. I denne artikel fokuserer vi på samspillet mellem matematik og programmering gennem litteraturstudier og analyse af empiriske situationer fra undervisning i programmering af LEGO Mindstorms. Teoretisk anvendes den instrumentelle tilgang til teknologi i matematikundervisning. Analysen viser en række måder, hvorpå didaktisk opmærksomhed på epistemisk forhandling kan understøtte læring af matematik gennem programmering. 

Downloads

Download data is not yet available.

References

Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of learning group publication, 5(3), 438. Churchhouse, R. F., & International Commission on Mathematical Instruction. (1986). The Influence of computers and informatics on mathematics and its teaching. Cambridge; New York, NY, USA: Cambridge University Press. Dubinsky, E., & Harel, G. (1992). The Concept of function : aspects of epistemology and pedagogy. [Washington, DC]: Mathematical Association of America Engeström, Y. (2001). Ekspansiv læring-på vej mod en nyformulering af den virksomhedsteoretiske tilgang'. Illeris, K., Læringsteorier-6 aktuelle forståelser, Roskilde Universitetsforlag, Roskilde. Glasersfeld, E. von. (1995). Radical constructivism : a way of knowing and learning. London; Washington, D.C.: Falmer Press. Guin, D., Ruthven, K., & Trouche, L. (2005). The didactical challenge of symbolic calculators turning a computational device into a mathematical instrument. New York: Springer. Holm Sørensen, B., Audon, L., & Levinsen, K. (2010). Skole 2.0. Århus: Klim. Hoyles, C., & Lagrange, J.-B. (2010). Mathematics education and technology : rethinking the terrain : the 17th ICMI study. New York: Springer. Katz, V. J. (1993). A history of mathematics : an introduction. New York: HarperCollins. Knuth, D. E. (1985). Algorithmic Thinking and Mathematical Thinking. Amermathmont The American Mathematical Monthly, 92(3), 170–181. Levinsen, K., Sørensen, B. H., Tosca, S., Ejsing-Duun, S., & Karoff, H. S. (2014). Research and Development Projects with ICT and students as learning designers in Primary Schools: A methodological challenge. Designs for Learning. Nardi, B. A. (1996). Context and consciousness activity theory and human-computer interaction. Cambridge, Mass.: MIT Press. forfatter & forfatter. (2015) LEARNING MATHEMATICS THROUGH PROGRAMMING: AN INSTRUMENTAL APPROACH TO POTENTIALS AND PITFALLS. In 9th Congress of European Research in Mathematics Education. Papert, S. (1980). Mindstorms : children, computers, and powerful ideas. New York: Basic Books. Papert, S. (2000). What’s the big idea? Toward a pedagogy of idea power. IBM Systems Journal, 39. Rabardel, P., & Bourmaud, G. (2003). From computer to instrument system: a developmental perspective. Interacting with Computers, 15(5), 665–691. doi:10.1016/S0953-5438(03)00058-4 Resnick, M. (2012). Point of View: Reviving Papert’s Dream. Educational Technology -Saddle Brook Then Englewood Cliffs Nj-, 52(4), 42–45. Verillon, P., & Rabardel, P. (1995). Cognition and artifacts: a contribution to the study of though in relation to instrumented activity. European Journal of Psychology of Education, 10(1).

Downloads

Additional Files

Published

2015-12-25

How to Cite

Ejsing-Duun, S., & Misfeldt, M. (2015). Tema 1: Programmering af robotenheder i grundskolen. Tidsskriftet Læring Og Medier (LOM), 8(14). https://doi.org/10.7146/lom.v8i14.21615

Issue

Vol. 8 No. 14 (2015): Robotter

Section

Articles

License



Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.

Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/

---

At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:

It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:

  • Users may download and print one copy of any UNEV publication for private studies or research.
  • The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
  • It is not allowed to distribute the URLs of UNEV articles.