NOMAD 13(2), 2008. Matematikopfattelser hos 2g’ere: fokus på de ‘tre aspekter‘

Skapad: 2008-06-13. Ändrad: 2008-06-16  

NOMAD 13(2), 2008. Matematikopfattelser hos 2g’ere: fokus på de ‘tre aspekter‘

UFFE THOMAS JANKVIST

Sammendrag

Med udgangspunkt i de såkaldte ‘tre aspekter‘ fra den danske gymnasiale bekendt­gørelse for matematik anno 1987 analyserer artiklen 2g’eres (17–18 årige) opfattelser af faget matematik. Mere præcist er der tale om faget matematiks historiske udvikling, dets anvendelser i samfundet og dets indre strukturer. Det undersøges i artiklen hvor de ‘tre aspekter‘ oprindelig stammer fra og hvordan de går igen i såvel KOM-rapporten fra 2002 som i 2007-bekendtgørelsen. Endvidere undersøges det med udgangspunkt i en enkelt adspurgt 2g-klasse, hvordan denne klasses elever synes at indfri den ny bekendtgørelses mål svarende til de ‘tre aspekter’. Resultaterne af denne undersøgelse sammenlignes med en ældre og i nogen grad tilsvarende undersøgelse fra 1980 og forskelle og ligheder i resultaterne diskuteres.

Abstract

Based on the so-called ‘three aspects‘ from the 1987-regulations for the Danish upper secondary mathematics programme this article discusses second-year upper secondary students’ beliefs about the nature of mathematics. That is to say, it investigates the students’ beliefs concerning the historical evolution of mathematics, the application of mathematics in society, and the inner structures of mathematics as a scientific discipline. Firstly, the article examines the origin of the ‘three aspects‘ as well as the role they play in both the KOM-project of 2002 and the new regulations for the Danish upper secondary mathematics programme of 2007. Secondly, it discusses how the students in a concrete second-year class of upper secondary level seem to fulfil the goals of the ‘three aspects’. Thirdly, the results of this study are compared to a similar study from 1980 and differences and similarities between the two are discussed. It is concluded that there still is room for improvement concerning the fulfilment of the three aspects, and that the students’ beliefs in the 1980-study and in the 2007-study are very similar. In the end, the article speculates upon why the ‘three aspects’ do not seem to have had a larger impact on the mathematics teaching on upper secondary level when they have been in the regulations for twenty years now.

UFFE THOMAS JANKVIST
Uffe Thomas Jankvist is a third year Ph.D. student at Roskilde University. His Ph.D. study concerns the use of history of mathematics in mathematics education. As part of his Ph.D., he has designed and implemented two historical teaching modules in an upper secondary mathematics class with the purpose of seeing how the intentions of the KOM-project and the new Danish regulations for the upper secondary mathematics programme concerning the inclusion of history may be fulfilled. It is this work that has led him to consider students’ beliefs about the nature of mathematics.