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Programmering eller inte?: En läromedelsanalys av programmering i matematikböcker för årskurs 3 med inriktning på uppgifters kognitiva kravnivå och begrepp.
Mälardalen University, School of Education, Culture and Communication.
Mälardalen University, School of Education, Culture and Communication.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Programming or not? : A textbook analysis of programming in mathematics textbooks for grade 3 with a focus on cognitive demand and concepts. (English)
Abstract [sv]

I föreliggande studie söker vi, i form av en läromedelsanalys, kunskap kring hur uppgifter i åtta svenska läroböcker inom matematik för årskurs 3 karaktäriserar programmering utifrån dess kognitiva kravnivå och centrala begrepp. Den insamlade empirin analyserades kvantitativt med hjälp av en innehållsanalys. I studien tog vi hjälp utav två teoretiska ramverk – Mathematical Task Framework och Level of Demands – samt centrala begrepp inom programmering. Studiens resultat indikerar att; 1. Majoriteten av uppgifterna i läroböckerna som fokuserar på programmering ligger på en låg kognitiv kravnivå; 2. Samtliga begrepp som studien tar sin utgångspunkt i bearbetas i uppgifterna men endast åtta av 14 nämns. Studiens slutsats är att de svenska läroböcker som utgjorde underlaget för analysen håller en för låg nivå, både när det gäller begrepp och kognitiv kravnivå på uppgifterna, för att eleverna ska få möjlighet att kunna utveckla den abstrakta förståelsen som krävs för området programmering.

Abstract [en]

The purpose of this study is to contribute knowledge about which concepts and on which cognitive level of demand tasks in Swedish mathematical textbooks for grade 3 addresses the subject matter of programming. To achieve this purpose, we conducted a textbook analysis of eight Swedish mathematical textbooks. The collected empirical data was then quantitatively analyzed by means of a content analysis. The theoretical frameworks used in this study were the Mathematical Task Framework and Level of Demands, as well as central concepts regarding programming. The results of the study indicate that; 1. The majority of tasks in the mathematical textbooks pertain to the subject matter and are on a low level of cognitive demand; 2. All central concepts regarding programming are processed in the mathematical textbooks but only eight out of 14 are mentioned. The study’s conclusion is that the tasks in Swedish mathematical textbooks that formed the basis of the analysis are deficient, both in terms of their level of cognitive demand and the prevalence of concepts pertaining to programming. We find that this is insufficient in order for students to obtain the opportunity to develop the abstract thinking necessary for understanding programming.

Place, publisher, year, edition, pages
2019. , p. 48
Series
LÄRARUTBILDNINGEN
Keywords [en]
Cognitive demand, concept, programming, tasks, textbooks, textbook analysis
Keywords [sv]
Begrepp, kognitiv kravnivå, läroböcker, läromedelsanalys, programmering, uppgift
National Category
Mathematics
Identifiers
URN: urn:nbn:se:mdh:diva-42730OAI: oai:DiVA.org:mdh-42730DiVA, id: diva2:1290019
Subject / course
Mathematics/Applied Mathematics
Supervisors
Examiners
Available from: 2019-02-22 Created: 2019-02-19 Last updated: 2019-02-22Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
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  • de-DE
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  • nn-NB
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Output format
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