AI - integrerad matematikundervisning : En studie om erfarenheter och värderingar

Sammanfattning

This thesis investigates mathematics teachers' experiences and values with artificial intelligence (AI) integrated into mathematics education for grades 4-6. The issue addressed by the study is the increasing presence of AI in society and the need to understand how educators within the field of education relate to this development. The aim is to provide insights into teachers' perspectives on AI's potential and its use in the classroom. The study is based on a sociocultural theory of learning, focusing on mediation and the zone of proximal development, as well as the Technological Pedagogical Content Knowledge (TPCK) framework to analyze the integration of technology in teaching. A qualitative method has been used, with semi-structured interviews conducted with nine mathematics teachers. The results show that teachers' knowledge of AI is limited, but there is openness to using AI in planning and administrative tasks. There is also skepticism regarding students' use of AI and its ability to replace the human relationship in teaching. An important conclusion is that teachers see a need for further professional development to enhance their competence in AI and its pedagogical applications.