Digitala verktyg i skolan

Sammanfattning

The aim of this study is to investigate how digital tools can support mathematical understandingamong upper secondary school students aged 16–19, as well as to explore the teacher’s role andthe challenges associated with the use of digital tools in mathematics education. The study isconducted as a literature review in which previous research on digital tools in mathematicseducation is systematically reviewed and analysed. The results show that digital tools,particularly dynamic and AI-based tools, can support students’ mathematical understandingthrough visualisation, interactivity and the use of multiple representations. Tools such asGeoGebra, Desmos and AI-based platforms can make abstract mathematical concepts moreaccessible and support exploratory and conceptually oriented learning. At the same time, thefindings highlight that the effectiveness of digital tools largely depends on how they are used inteaching. The teacher’s didactical choices, attitudes and professional competence play a crucialrole in integrating digital tools in a meaningful way. Furthermore, the review identifies severalchallenges related to digitalisation, including risks of superficial learning, distraction, unequalaccess to digital resources and increased demands on teachers’ pedagogical skills. Overall, thestudy shows that digital tools have significant potential to support mathematical learning, but thatthis potential is realised only when they are used with clear pedagogical intentions and alignedwith instructional goals.