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The aim of my PhD project is to investigate affordances and challenges when teaching critical thinking upper secondary school in relation to new digital technology and personal data. New digital technology is e.g. machine learning and artificial intelligence, and personal data is in this context understood as data portraying personal behavior, opinions, feelings, etc collected when the user interact with social media, digital devices, store membership cards/logs, smart homes, etc.
Critical thinking is defined as a capability to see contingencies in a situation and agency to act against problematic practices, such as exploitation of vulnerable groups or when important decisions are made by discriminatory algorithms.
The project investigates what discourses are enacted when such learning goals for mathematics education is discussed. How do the learning goals intersect with other more traditional learning goals for mathematics education, in steering documents, among teachers students, in classrooms?