Citation/Eksport
Resumé
I denne artikel undersøger vi hvordan danske gymnasielærere i matematik ser på deres universitetsuddannelse, særligt brugbarheden af dennes matematiske indhold i forhold til undervisning i et konkret emne, nemlig differentialregning. Studiet er baseret på en spørgeskemaundersøgelse om dette emne blandt lærere som har taget pædagogikum i perioden 2018‑2022. Det overordnede resultat er at ca. 1/4 af lærerne angiver at bruge viden fra universitetet i forbindelse med undervisningen i høj eller meget høj grad, mens godt halvdelen angiver nogen grad af brug. Adspurgt om konkrete eksempler på brug af universitetsmatematik i forbindelse med deres undervisning i differentialregning giver ca. 1/3 mere generiske svar, mens godt og vel 1/3 peger på konkrete eksempler; ca. 1/4 angiver at de slet ikke oplever en sådan brug.
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