Identifying tensions when teachers in upper secondary introduce programming in mathematics.

In this paper we investigate how two teachers in upper secondary schools engaged with the process of implementing programming in mathematics after a new curriculum was introduced. Based on Bakhtin’s dialogism and his theory about tensions between voices as a potential for learning, we seek to explore the teachers’ struggle when introducing programming. We are also inspired by Brennan’s identified tensions, which describe what professional development designers must balance when designing teacher courses in programming. The data are interviews with two teachers after their first year of teaching programming in mathematics. The results demonstrate contradictions and tensions between voices from teachers, learners, authorities and between what their aspirations were when they started teaching programming and what they experienced. This provides insights that can be useful for educators and policymakers to better support programming integration into mathematics courses.