Avancerade Miniräknare och GeoGebra i Gymnasial Matematikundervisningen

Sammanfattning

The following study's aim was to show how GeoGebra and advanced calculators are used in the mathematics classroom on an upper secondary school level. This was done through ananalysis of scientific articles from multiple databases. The results of this study showed that advanced calculators can have a positive impact on both student performance and attitude towards mathematics, but that all steps necessary to reach that point are seldom met. It showed that advanced calculators often are used to make calculations faster and easier. To be used effectively they also need to control calculations, create mathematical representations,help learn mathematical concepts, promote problem solving, explore mathematics, find alternative solutions, promote cooperative learning and solve more difficult assignments. All not to impact performance negatively. Other than that, the result also showed calculators starting to fade into the background being replaced by other tools like GeoGebra. In regard to GeoGebra the result showed almost exclusively a positive impact on both performance and attitude among students. But it again showed a lot of steps are required to reach the full potential of the tool. It showed that to use GeoGebra effectively it is necessary to create a mathematical setting, give worthwhile mathematical tasks, promote mathematical discussion, promote mathematical connection and assess student learning. But in contrast to calculators this study showed that a lot of these steps often are met by current usage of GeoGebra. The findings in this study conclude that use of technology in the teaching of mathematics widely has a positive impact on students and should be included more often. They also conclude that both these tools, especially calculators, have started to fade into the background in this AI society and this could with time also become the fate of artificial intelligence.