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Project

Project type/Form of grant
Project grant
Title [sv]
Införande av programmering i skolans matematik - när algebraiskt tänkande interagerar med datalogiskt tänkande
Title [en]
Integrating programming in school mathematics - exploring the intersection of algebraic and computational thinking
Abstract [en]
The overall purpose of this project is to contribute to the¬†international research field concerning the ongoing integration of programming in schools, specifically in relation to the learning of algebra. We investigate the relation between computational thinking and algebraic thinking in the unique case of Sweden, where programming is currently being implemented as part of algebra in mathematics education.¬†Based on Chevallard’s framework of transposition of knowledge, we investigate what different systems of representations are introduced and argued for as programming makes its way into mathematics teaching, and what these may entail. First we investigate what ends up in teaching documents through analysis of textbooks and teaching materials, and secondly we interview teachers about their didactical choices in the transposition into taught knowledge, and what opportunities, challenges and pitfalls they identify in relation to algebra. Data will be collected through audio recorded focus groups and individual interviews. The project spans over 4 years, with results from study 1 to be reported after 2 years, results from study 2 after 3 years, and joint analysis of the empirical data during year 4. The project is relevant in an international perspective as studies about algebraic thinking have not previously been related to programming and computational thinking. It is also relevant for Sweden where international evaluations reveal that¬†students´ results in algebra are poor.
Principal InvestigatorBråting, Kajsa
Coordinating organisation
Uppsala University
Funder
Period
2019-01-01 － 2022-12-31
National Category
Didactics
Identifiers
DiVA, id: project:6389Project, id: 2018-03865_VR

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