Geogebra for læring? : Elevers bruk av geogebra for utforskning - En sammenliknende case-studie av elevarbeid med og uten GeoGebra

Abstract

In the new curriculum, LK20, digital skills are defined as a basic skill. It is important for teachers to be able to make reasoned assessments of how digital aids affect students' work in order to use them as a mediating tool when teaching. The study examines how the use of geogebra affects students' work with exploratory problems in mathematics. This has been investigated on the basis of these research questions: -What differences do we find in the dialogue between the student groups with and without digital aids? -How do students use geogebra to build on the discoveries they make during the work? The transcript of the dialogue from the work with exploratory assignments of two pairs of students forms the main basis for answering the research questions. In the work, one group of students has access to geogebra, and the other group does not. To analyze the work, I take the dialogue within the pairs as a starting point and link this to the theory RBC + C, which is linked to the theoretical framework in the thesis, CHAT. The survey also covers two semi-structured interviews with students and their teacher that provide background information about society, culture and other conditions that may have affected students.