Facts

Contact person:
Lucely Figueroa Suarez
Financer:
  • RelMaS Research School
Responsible at MaU:
Ulrika Ryan
Time frame:
01 March 2022 - 01 December 2026
Faculty/department:

About the project

The project is investigating how computer programming has been enacted at school. In the first part of the project, I used qualitative research practices, particularly Gee Discourse, which is grounded on a representational paradigm that looks at the language-in-use in educational policy documents. From this perspective, I explore how computer programming is included and/or integrated into the mathematics, technology, and science syllabi in secondary schools in Colombia and Sweden. Moreover, I was interested in investigating connections among computer programming, action competence, and environmental education.

In the second part of the project, I turned to postqualitative research practices that are grounded in a nonrepresentational paradigm. By working and theorising with a diffractive methodology, the project is exploring material-discursive and affective dimensions of computer programming at school. This is done through affective encounters with data produced in grade 8 classrooms in Colombia and Sweden. Through material-discursive engagements with the research apparatus that comprises the entangled relation among data and researcher, the schools situated practices, the researcher historicity and sensibilities among others; I embarked in a thinking and sensing process with data to understand how students have been constituted through programming practices at school, how this practices affects students' engagement, interest in programming activities and how it affects their relation to the world. Moreover, by working with speculative thinking, the project invites us to think about other possibilities for programming and mathematics education so that different relations among students, programming, mathematics, and the world can emerge.

Ideas and results within this project have been presented at the following conferences:

  • Mathematics Education and Society conference, Sao Paulo, Brazil (2023)
  • CIEAEM 74 - Mathematics and practices: Actions for futures (2023).
  • 10th Teaching and Learning of Calculus and Economics, Finance Education Conference. Universidad Industrial de Santander, Bucaramanga, Colombia (2024).
  • Visiting researcher, Pedagogical and Technological University of Colombia, Tunja, Colombia (2024).
  • The 27th ICMI Study: Mathematics Education and the Socio-ecological, Ateneo de Manila University, Philippines. (2025).

Doctoral School

I am part of the Relevancing Mathematics and Science Education Research School (RelMaS), which is integrated by PhD students of Uppsala, Stockholm, and Malmö University.  The leaders of the research school are Anna Danielsson and Paola Valero.

Doctoral school: Relevancing Mathematics and Science Education (RelMaS)