Key aspects of teacher practices in teaching mathematics with programming tools in Norwegian schools

Abstract

The aim of this research is to explore teachers’ practices in teaching mathematics with programming tools from the lens of Pedagogical Technology Knowledge (PTK) framework. The data comes from five individual interviews with Norwegian teachers working in different grades. The data was analyzed using a theory-driven approach through coding and categorization under the mathematical knowledge for teaching (with technology) (MKTwT) component of the PTK framework. The analysis revealed three key aspects in teachers’ practices related to MKTwT: (i) different interpretations of curriculum content linking mathematics and programming, (ii) different teaching approaches for programming practices, and (iii) uncertainty of assessment. These aspects were found to be influential on teachers’ multifaceted pedagogical choices towards programming practices in schools.