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- W2215835307 abstract "I denne artikel undersoger jeg hvorvidt og hvordan indholdet af matematikundervisningenpavirkes af brugen af digital teknologi. Det gor jeg ved at analysere tre forskellige tilgange (trigonometriske,euklidiske og automatiserede) til trekantsberegninger. Mit teoretiske udgangspunkt er pragmatisk,og jeg bruger Deweys begreb om kontinuitet til at diskutere den uddannelsesmaessige vaerdi afde forskellige strategier samt hvilke strategier der kan anses for mest matematiske og fornuftige. Jegkonkluderer at alle tre strategier kan anses for matematisk korrekte, men at fremkomsten af digitaleteknologier kan give anledning til en situation hvor nodvendigheden af trigonometriske losningstrategierer vanskelig at begrunde hvis ikke curriculum omorganiseres. In this article, I examine whether and how the content of mathematics teaching is affected by the useof digital tech nology. I analyze three different approaches (trigonometric, Euclidean and automated)to calculate sides and angels in a triangle. I use Dewey’s concept of continuity to discuss the educationalvalue of the different approaches as well as examining which strategies can be considered themost mathematically correct and sensible. I conclude that all three approaches can be consideredmathematically correct, but that the advent of digital tech nologies can give rise to a situation wherethe need for trigonometric solution strategies is difficult to justify, unless curriculum is reorganized." @default.
- W2215835307 created "2016-06-24" @default.
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- W2215835307 date "2014-03-05" @default.
- W2215835307 modified "2023-09-25" @default.
- W2215835307 title "Trekantsberegninger og teknologi – et eksempel på hvordan teknologi har (eller bør have) indflydelse på udvikling af Matematikcurriculum" @default.
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