Integrating programming in Swedish school mathematics : description of a research project

This paper describes a new research project investigating the implementation of programming in Swedish school mathematics, specifically in relation to algebra learning. Based on Chevallard’s framework of transposition of knowledge, we investigate what types of activities and systems of representations are introduced and argued for as programming makes its way into mathematics teaching, and what these may entail.Tentative results reveal syntactic and semantic differences between programming and algebra that may cause problems for students. Interviews with teachers show that they seek inspiration and activities from social media and internet rather than textbooks and other published teaching material