Programming to learn mathematics - exploring student teachers' instrumental genesis
Paper in proceeding, 2022

Programming is now a prescribed part of the curriculum in mathematics in both primary and secondary school in Sweden, as in many other countries. Teacher training must thus prepare students for the challenges of teaching mathematics with programming. We explore how student teachers see their own training in programming in relation to mathematics and what opportunities to learn mathematics they believe that programming can offer pupils in school. An instrumental approach is used to analyse observations and a questionnaire on secondary school student teacher’ experience of a programming lab, where they investigate Riemann sums with programming. We find that students feel challenged by both the programming and the mathematical content, and that they see the challenges as useful, both for themselves and for their future pupils.

mathematics education

instrumental approach


Riemann sum


teacher education


Johanna Pejlare

University of Gothenburg

Chalmers, Mathematical Sciences, Algebra and geometry

Laura Fainsilber

Chalmers, Mathematical Sciences, Algebra and geometry

University of Gothenburg

The relation between mathematics education research and teachers' professional development

1651-3274 (ISSN)

Vol. 16 69-79
978-91-984024-5-2 (ISBN)

MADIF-13 The thirteenth research conference of the Swedish Society for Research in Mathematics Education
Växjö, Sweden,

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Educational Sciences

Pedagogical Work

Other Mathematics


Learning and teaching

Pedagogical work

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