I dagens svenska gymnasieskola ska matematikundervisningen enligt läroplanen ge eleverna möjlighet att relatera matematiken till andra ämnen, då elever får en mer positiv bild av matematik när de inser att den finns överallt i deras vardagliga liv. Samtidigt är frågor som varför ska vi lära oss det här? och när kommer jag använda det här? vanligt förekommande under matematikundervisning, och elever har svårt att se meningen med matematikundervisningen. Syftet med denna studie är följaktligen att undersöka matematikens användning i ämnena fysik och kemi i gymnasieskolan. Mer specifikt; hur matematiska begrepp och metoder används och förklaras i fysik- och kemiundervisning. För att undersöka detta deltog fyra gymnasielärare (två i fysik och två i kemi) i en observationsstudie för att i en klassrumsmiljö identifiera och analysera om och hur matematiken används i de båda ämnena. Efter analys och kategorisering med hjälp av ett etablerat ramverk visade resultaten att samtliga deltagande lärare, i olika utsträckning, tillämpade interdisciplinär matematik i sin undervisning. Studien visade även att tillämpning av interdisciplinär matematik gav övervägande positiva resultat i fysik- såväl som kemiundervisningen. / In today's Swedish upper secondary school, the teaching of mathematics should, according to the curriculum, provide the students with the opportunity to relate mathematics to other subjects, since students get a more positive view of mathematics when they realize that it exists everywhere in their everyday life. Meanwhile, questions such as why should we learn this? and when will I use this? are frequently used during mathematics teaching, and students find it difficult to see the meaning in learning mathematics. Therefore, the purpose of this study is to investigate the use of mathematics in physics and chemistry in upper secondary school. More specifically; how mathematical concepts and methods are used as well as explained in physics and chemistry teaching. To investigate this, four upper secondary school teachers (two in physics and two in chemistry) participated in an observational study to identify and analyze if and how mathematics is used in the two subjects. After analysis and categorization with the help of an established framework, the results showed that all participating teachers, to varying degrees, applied interdisciplinary mathematics in their teaching. Moreover, the study showed that applying interdisciplinary mathematics yielded overwhelmingly positive results in physics and chemistry education.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-08-26T13:15:04Z No. of bitstreams: 1 2010 - Emerson do Nascimento..pdf: 2090889 bytes, checksum: fb83cd3a1b27b42a9d8d80f206c93f8f (MD5) / Made available in DSpace on 2016-08-26T13:15:04Z (GMT). No. of bitstreams: 1 2010 - Emerson do Nascimento..pdf: 2090889 bytes, checksum: fb83cd3a1b27b42a9d8d80f206c93f8f (MD5) Previous issue date: 2011-11-03 / Instituto Federal Goiano - Campus Morrinhos / The study presented was developed within a qualitative approach, from the direct contact and interactive mathematics as a tool in building interdisciplinary student learning in the course of agricultural technician. The research began with an investigation and reflection of the relationship between formal mathematics and the student every day, so we could build an interdisciplinary educational proposal capable of arousing student interest in building significant knowledge of mathematics in technical education. To make possible the construction of this proposal were made questionnaire and direct observation of students, identifying possible grievances and aspirations within the teaching-learning process of mathematics contextualized in vocational education. The results were instrumental in building the planning and execution of activities involving mathematics, promoting and paying contextualization within the disciplines of agricultural mechanization, topography, irrigation and drainage and applied mathematics. We note that at the end of the process the student has achieved the expected learning, getting to interact with the mathematical techniques and discipline to their daily lives. / O estudo que apresentamos foi desenvolvido dentro de uma abordagem qualitativa, a partir do contato direto e interativo da matem?tica como ferramenta interdisciplinar na constru??o da aprendizagem do aluno no curso t?cnico agr?cola. A pesquisa iniciou com uma investiga??o e reflex?o da rela??o entre a matem?tica formal e o cotidiano do aluno, para que fosse poss?vel construir uma proposta pedag?gica interdisciplinar capaz de despertar o interesse do aluno em construir o conhecimento significativo da matem?tica na forma??o t?cnica. Para que fosse poss?vel a constru??o dessa proposta foram realizados question?rio e observa??o direta dos alunos, detectando poss?veis insatisfa??es e anseios dentro do processo ensino-aprendizagem da matem?tica contextualizada no ensino profissional. Os resultados obtidos foram fundamentais na constru??o do planejamento e execu??o das atividades que envolviam a matem?tica, promovendo a integraliza??o e contextualiza??o dentro das disciplinas de mecaniza??o agr?cola, topografia, irriga??o e drenagem e matem?tica aplicada. Observamos que no final do processo o aluno conseguiu atingir a aprendizagem esperada, conseguindo interagir a matem?tica com as disciplina t?cnicas e com o seu cotidiano