IKT i matematikundervisning – En möjlighet till förbättrad elevmotivation?

Abstract

The present study aimed to investigate how teachers utilized ICT in mathematics education to enhance student motivation where motivation was studied using the theoretical framework of Self‐determination theory. The result was gathered from semi‐structured interviews with four experienced teachers all who had previous experience with the use of ICT in mathematics. The result concluded that the teachers’ goal with using ICT mainly was to enhance learning and they viewed the use of ICT as a potential tool to do this. The teachers did not concur that ICT itself was a motivational factor in mathematics, they believed that how ICT was utilized in the education was more important than the availability of the technology itself. Examples of good areas to include ICT were problem‐solving, use of function graphing tools and storing and evaluating data on learning platforms. Furthermore the teachers stressed that in order to motivate students they tried to build a positive motivational climate by creating positive relations to the students, for this they did not utilize ICT. The implications of the results are discussed in terms of how teachers might use ICT to facilitate positive social relationships, improve student’s perceived competence and lastly how teachers can support autonomous motivation for the students with help from ICT.