Elevanes oppleving av inquiry-basert digital matematikkundervisning

Abstract

This master thesis is titled "Pupils experience of inquiry-based digital mathematics teaching", and is about the point of intersection points between the students, inquiry-approach and digital tools. The aim of the study is to find out which characterizes a teaching situation that has an inquiry-approach in mathematics teaching and how does pupils experience inquiry-based mathematics teaching with the smooth use of digital tools an inquiry-approach. The assignment is part of the DIM-project, Digital Interactive Mathematics Teaching (nor. Digital Interaktiv Matematiskkundervisning) 2015-2018, which is a collaboration between two secondary schools and the University of Agder. The project aims to create innovative mathematics teaching that is characterized by digital tools in a research- and learning environment. Throughout the project, students receive mathematics education based on a reconsidered request and emphasize digital tools in the classroom. The inquiry is a tool described as an exploratory attitude and inquiring to experiment with mathematical ideas, structures and contexts. The theoretical framework in this study is based on the mathematical competence model for Jeremy Kilpatrick. This model describes mathematical competence as the interlinking of five other competencies: Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition. This assignment looks at learning through a social development theory. The assignment presents qualitative data collection through two weeks observation of DIM-teaching and an interview with 6 students from the DIM-project. The findings will be discussed with relevant theory and earlier research. The result of the study shows on inquiry-approach teacher characterized by exploration and individual thinking, as well as professional interaction with others in the class. Pupils uses digital tools to support and elaborate their solution strategies, which enhances their motivation for the subject. This can be achieved if students are able to use digital tools to learn mathematics. Multiple pupils express the need to be able to choose between writing on paper or on the computer. The master study dissertation is that students are satisfied with the teaching they receive through the DIM-project and they point out that the teacher has an important guiding role in the learning process.