Trekantsberegninger og teknologi – et eksempel på hvordan teknologi har (eller bør have) indflydelse på udvikling af Matematikcurriculum

I denne artikel undersøger jeg hvorvidt og hvordan indholdet af matematikundervisningenpåvirkes af brugen af digital teknologi. Det gør jeg ved at analysere tre forskellige tilgange (trigonometriske,euklidiske og automatiserede) til trekantsberegninger. Mit teoretiske udgangspunkt er pragmatisk,og jeg bruger Deweys begreb om kontinuitet til at diskutere den uddannelsesmæssige værdi afde forskellige strategier samt hvilke strategier der kan anses for mest matematiske og fornuftige. Jegkonkluderer at alle tre strategier kan anses for matematisk korrekte, men at fremkomsten af digitaleteknologier kan give anledning til en situation hvor nødvendigheden af trigonometriske løsningstrategierer vanskelig at begrunde hvis ikke curriculum omorganiseres. In this article, I examine whether and how the content of mathematics teaching is affected by the useof digital tech nology. I analyze three different approaches (trigonometric, Euclidean and automated)to calculate sides and angels in a triangle. I use Dewey’s concept of continuity to discuss the educationalvalue of the different approaches as well as examining which strategies can be considered themost mathematically correct and sensible. I conclude that all three approaches can be consideredmathematically correct, but that the advent of digital tech nologies can give rise to a situation wherethe need for trigonometric solution strategies is difficult to justify, unless curriculum is reorganized

From theory to praxis

International audienceThis article is a description and discussion of a design research project in which we introduced a research idea about the influence of language on number concepts development into praxis on a school in grades K-3. Danish children have difficulties remembering the Danish number names because the Danish language resembles a primitive number concept in mathematical thinking. In the project, we renamed the numbers between 11-99 after the base-10 system. Our hypothesis was that this system would help Danish students to get a more secure concept about the base-10 system. The project lasted for three years ending in spring 2016. Our results were so convincing that the school decided to continue using the mathematical number names, and other schools that heard about the project seem to be interested in using the system as well. In other words, the project goes from being a top-down project to a bottom-up project

Trekantsberegninger og teknologi – et eksempel på hvordan teknologi har (eller bør have) indflydelse på udvikling af Matematikcurriculum

I denne artikel undersøger jeg hvorvidt og hvordan indholdet af matematikundervisningenpåvirkes af brugen af digital teknologi. Det gør jeg ved at analysere tre forskellige tilgange (trigonometriske,euklidiske og automatiserede) til trekantsberegninger. Mit teoretiske udgangspunkt er pragmatisk,og jeg bruger Deweys begreb om kontinuitet til at diskutere den uddannelsesmæssige værdi afde forskellige strategier samt hvilke strategier der kan anses for mest matematiske og fornuftige. Jegkonkluderer at alle tre strategier kan anses for matematisk korrekte, men at fremkomsten af digitaleteknologier kan give anledning til en situation hvor nødvendigheden af trigonometriske løsningstrategierer vanskelig at begrunde hvis ikke curriculum omorganiseres. In this article, I examine whether and how the content of mathematics teaching is affected by the useof digital tech nology. I analyze three different approaches (trigonometric, Euclidean and automated)to calculate sides and angels in a triangle. I use Dewey’s concept of continuity to discuss the educationalvalue of the different approaches as well as examining which strategies can be considered themost mathematically correct and sensible. I conclude that all three approaches can be consideredmathematically correct, but that the advent of digital tech nologies can give rise to a situation wherethe need for trigonometric solution strategies is difficult to justify, unless curriculum is reorganized