Disputation i pedagogiskt arbete

Andreas Borg försvarar sin doktorsavhandling i pedagogiskt arbete "Incorporating programming into mathematics education : How using programming shapes upper-secondary students’ mathematical understanding"

Doktorsavhandling Andreas Borg 2026:16

Nedan följer en kort beskrivning av innehållet (ur baksidestexten):

This thesis comprises two studies investigating upper-secondary students’ use of programming as a mathematical tool. It aims to examine both the intertwined relationship between students’ use of programming and their mathematical understanding, and how the design of learning activities can support the incorporation of programming into mathematics education. The findings indicate that analyses of how students use programming to support their mathematical understanding must also consider how their grasp of programming concepts shapes their mathematical use of the tool, given that programming is not designed as a mathematical or educational tool. The findings further suggest that using programming as a mathematical problem-solving tool, particularly when students construct their own algorithms, places significant demands on those with limited programming experience. Conversely, providing pre-designed algorithms for numerical computations, intended to ease students’ use of programming, may restrict the development of deeper mathematical understanding. A practical contribution of the thesis is that mathematics teachers must balance scaffolding students’ use of programming with allowing them autonomy to engage with the tool in ways that support their mathematical understanding.

Händelsen är öppen för allmänheten.

Medverkande

  • Morten Misfeldt, opponent, professor, Københavns universitet
  • Timo Tossavainen, betygsnämnd, professor, Luleå universitet
  • Linda Mannila, betygsnämnd, docent, Linköpings universitet
  • Jesper Boesen, betygsnämnd, docent, Jönköping University
     

Upplysningar