Læringspotensial i en digital interaktiv matematikkundervisning : en analyse av læringspotensialet i geometriundervisningen på 8. trinn med utstrakt bruk av digitale verktøy

Abstract

The theme of this master thesis is learning potential in mathematical tasks designed for geometry teaching in GeoGebra in 8th grade. This thesis is written in connection to the project Digital interactive mathematics teaching (DIM), where the goal is to create innovative mathematics teaching by using digital tools in a pedagogic context. Previous research has documented that students learning outcome of the teaching is largely influenced and limited by the tasks that are given. In this context analysis of the tasks learning potential is particular interesting. Therefore, my research question is: What learning potential is it in the task set in geometry in 8th grade associated with DIM-project? The method for the data collection has been two folded. I have relied on semi-structured interviews with two of the teachers who are associated with DIM-project. In addition, I developed a tool based on previous research literature to analyze the learning potential in the task set. The goal of the interviews was to highlight areas where the learning potential of these tasks could not be captured by the analysis tool alone. Main findings is that learning potential is greatest if an inquiry approach to mathematics teaching is combined with a task set consisting of tasks with higher levels of cognitive demands in Dynamic Geometry Environments (DGE). Based on the findings from analyzes of task set and interviews it can be argued that this is the case for the majority of the tasks in DIM project.