Nøgleord
digital myndiggørelse
grundskole
Citation/Eksport
Resumé
I denne artikel undersøger vi, hvordan matematikundervisning kan bidrage til digital myndiggørelse. Med implementeringen af teknologiforståelse i folkeskolen er der opstået et behov for at forstå, hvordan matematikfaget kan støtte elevers kritiske forståelse af og handlekraft i en digitaliseret verden. Vi argumenterer for, at et dannelsesperspektiv, frem for et rent kompetenceperspektiv, er særlig velegnet til dette formål, da dannelsesbegrebet rummer den kritisk‑refleksive dimension, som digital myndiggørelse fordrer. Vi viser, hvordan to didaktiske tilgange, teknokritisk matematikundervisning og konstruktionisme, bidrager på komplementære måder: Den teknokritiske tilgang understøtter kritisk bevidsthed om teknologiens rolle i samfundet, mens konstruktionismen understøtter matematisk dannelse gennem skabende aktivitet. Ved hjælp af de to tilgange kan digital matematisk myndiggørelse realiseres.
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