A minimal course in mathematics is mandatory in all Danish gymnasium educations. This report is the result of my spending this semester in an internship project at Næstved Gymnasium, mainly following a maths A-level class in their second year. In this report I examine the effect of official guidelines, textbook materials and the teacher's own views and experience on the planning of the curriculum and the classes themselves, with particular focus in the course in differential calculus in the second year of high school. The examination is based partly on a rough analysis of the relevant sections in ‘Gymnasiebekendtgørelsen’ and the supplementary document ‘Vejledning - råd og vink’, partly on my own observations during the internship, and partly my interviews of five maths teachers which I conducted during the same period. My conclusion is that the official guidelines almost completely determine the curriculum, including what is in focus in each topic; the textbook plays a rather minor role, as it is up to the teacher how and how much he or she uses it; while the teacher holds most of the responsibility for deciding how the curriculum will be taught, within reasonable limits. This project was due mainly to my own interest in the teaching of mathematics. If there is room for experimentation, there is room for improvement. Judged from this project, it seems there is.
|Uddannelser||Matematik, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||7 jan. 2016|
|Vejledere||Mogens Allan Niss|