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Technology advancements in education have fuelled worldwide digital technology agendas, providing students with skills necessary for success in the twenty-first century, including digital literacy and the ability to communicate effectively, think critically, work effectively in teams, and generate original ideas. With just about 7 years left, achieving SDG4 has become the hallmark of many educational systems. Objective 4.7 calls for opportunities to ensure all learners acquire the knowledge and skills to promote sustainable development. Adapting different technological tools has become prominent in our quest for maximizing meaningful student engagement and active participation in the teaching-learning process. This chapter provides a position orientation of computer-assisted instruction (CAI) in mathematics education with cognizance of its benefits, challenges, and opportunities. We begin with a position on CAI’s meaning, objectives, features, and mode of delivery. Theoretically, we discuss some technology integration frameworks used in a CAI environment and contribute to the debate on using CAI in mathematics. Through a review of meta-analysis studies, we offer evidence of the positive effect of CAI on students’ mathematics learning outcomes., QC 20240207

Global trends suggest an increasing level of uncertainty regarding potential risks faced by individuals, organizations, or society as a whole. These trends are likely to alter the risk landscape, necessitating the enhancement of societal capabilities to effectively address emerging risks. Among the key actors dealing with such changes is the Fire and Rescue Service (FRS). However, these challenges can also impact the FRS's ability to effectively manage emergency situations. During emergencies, the FRS needs to solve various and numerous problems that can occur. Problems in emergencies are often complex, characterized by many highly interrelated elements, which pose challenges for solving them. There is a need to improve the understanding of conditions for collective problem-solving and how the FRS solves complex problems today together with the need of adaptation to expected societal change as input to improved future response. The overarching aim of this thesis is to contribute to an increased understanding of how the FRS can enhance its capability for solving complex problems in emergencies.The thesis had two research questions 1) What key factors affect complex problem-solving in emergencies, and 2) How does collaboration in the form of networks affect complex problem-solving in emergencies. The first Paper included in the thesis is about improving complex problem-solving inemergencies – a case study of the Fire and Rescue Service in Sweden. In addition, the second Paper presents a case study regarding understanding FRS practice through problems and problem-solving networks. The paper identified eight factors affecting complex problem-solving in emergencies and proposed a conceptual tool for the FRS to support the gathering of important problem-related information in an incident necessary to find viable solutions to complex problems. Furthermore, the FRS practices could be understood as breaking down complex problems into manageable sub-problems to be able to fin

Research has shown that students’ learning gains in mathematics are greater when they work with problems rather than routine tasks. These learning gains from problem-solving activities may be enhanced by providing feedback that does not give away the solutions to the problems, but helps students construct their solution methods themselves and anchor their reasoning in intrinsic properties of the mathematical components involved in the reasoning. However, in order to use feedback, students would need to perceive it as useful, and not all students may find such feedback useful. In this study, we investigate how students’ ability and motivational beliefs affect how useful they perceive feedback aimed at supporting mathematical reasoning to be. In the study, students worked with mathematical problems and received metacognitive and heuristic feedback when they needed help. We used structural equation modeling (SEM) to analyze the effects. The results show that students’ mastery goals had a direct effect on the perceived usefulness of the feedback, but no such effects were found for students’ national test grades, self-efficacy beliefs, performance goals, or intrinsic or extrinsic forms of motivation. The proportion of successful use of feedback did not mediate the effects.

Research has shown that students’ learning gains in mathematics are greater when they work with problems rather than routine tasks. These learning gains from problem-solving activities may be enhanced by providing feedback that does not give away the solutions to the problems, but helps students construct their solution methods themselves and anchor their reasoning in intrinsic properties of the mathematical components involved in the reasoning. However, in order to use feedback, students would need to perceive it as useful, and not all students may find such feedback useful. In this study, we investigate how students’ ability and motivational beliefs affect how useful they perceive feedback aimed at supporting mathematical reasoning to be. In the study, students worked with mathematical problems and received metacognitive and heuristic feedback when they needed help. We used structural equation modeling (SEM) to analyze the effects. The results show that students’ mastery goals had a direct effect on the perceived usefulness of the feedback, but no such effects were found for students’ national test grades, self-efficacy beliefs, performance goals, or intrinsic or extrinsic forms of motivation. The proportion of successful use of feedback did not mediate the effects.

Fluency is a term commonly used to express proficiency within a specific area, often languages. However, it is sometimes also used in programming. In this poster, we present a phenomenographic study to investigate how CS students understand the term., Part of ISBN 9798400706035QC 20240724

Research has shown that students’ learning gains in mathematics are greater when they work with problems rather than routine tasks. These learning gains from problem-solving activities may be enhanced by providing feedback that does not give away the solutions to the problems, but helps students construct their solution methods themselves and anchor their reasoning in intrinsic properties of the mathematical components involved in the reasoning. However, in order to use feedback, students would need to perceive it as useful, and not all students may find such feedback useful. In this study, we investigate how students’ ability and motivational beliefs affect how useful they perceive feedback aimed at supporting mathematical reasoning to be. In the study, students worked with mathematical problems and received metacognitive and heuristic feedback when they needed help. We used structural equation modeling (SEM) to analyze the effects. The results show that students’ mastery goals had a direct effect on the perceived usefulness of the feedback, but no such effects were found for students’ national test grades, self-efficacy beliefs, performance goals, or intrinsic or extrinsic forms of motivation. The proportion of successful use of feedback did not mediate the effects.

The purpose of this phenomenological study is to understand the experiences of participating in a physical therapy course primarily taught using problem-based learning teaching methods for Doctor of Physical Therapy students at a university in the mid-western United States. This study aimed to understand student perception of PBL and its effects on clinical field experiences (CFEs), specifically related to higher-order processing skills. The theory guiding this study was the social constructivism theory as it explains how knowledge acquisition and learning occurs through social interactions during problem-based learning activities. The central research question this study attempted to answer was: What were the experiences of DPT students who participate in a PBL education? This study design was a qualitative, hermeneutic phenomenological study. Convenience sampling was done from a pool of DPT students at a university in the midwestern United States. Data collection methods included journal prompts, individual interviews, and focus groups. Data analysis was based on van Manen’s data analysis methods. Findings reveal DPT students preferred PBL over traditional teaching methods and felt the use of PBL improved their higher-order thinking and processing skills. Participants felt that PBL teaching methods were conducive to their learning as the method allowed for real-time feedback and a perception of better content retention. DPT students also felt that using PBL teaching methods improved their ability to prioritize and funnel information to organize information in a way conducive to developing a solution to the problem. Participants felt that the problem-solving, critical thinking, and clinical reasoning they developed during the therapeutic exercise course did carry over into their ability to apply these higher-order thinking and processing skills during CFEs.

I takt med att den svenska skolan blir allt mer mångkulturell ökar behovet av inkluderande undervisning. Flerspråkiga elever möter både text och tal i matematikundervisningen, vilket ställer krav på läs- och matematikförmåga. Denna studie undersöker hur flerspråkiga elever upplever kontexten i textbaserade problemlösningsuppgifter, med fokus på hinder i processen och hur stöd kan hittas i uppgiftskontexten. Pólyas problemlösningsmodell användes för att identifiera var problem kan uppstå, och medieringstriangeln användes för att identifiera mönster i hur elever finner stöd. Studien använder en kvalitativ metod med semistrukturerade intervjuer och problemlösningsuppgifter som komplement. Resultatet visade att eleverna hade svårigheter vid övergången mellan tolkningsfasen och planeringsfasen. Under granskningsfasen hade eleverna svårt att motivera sina val. Eleverna fann stöd i uppgifter med mindre komplex kontext, där de lättare kunde urskilja matematiska relationsbegrepp och symboler. Intresset för kontexten spelade också en viktig roll för deras problemlösningsförmåga., As the Swedish school system becomes increasingly multicultural, the need for inclusive education is growing. Multilingual students encounter both text and numbers in mathematics education, which demands both reading and mathematical ability. This study examined how multilingual students experience the context of text-based problem-solving tasks, focusing on obstacles in the process and how support can be found in the task context. Pólya's problem-solving model was used to identify where problems may arise, and the mediation triangle was employed to identify patterns in how students find support. The study employed a qualitative method with semi-structured interviews and supplementary problem-solving tasks. The results showed that students struggled with the transition between the interpretation phase and the planning phase. During the review phase, students had difficulty justifying their choices. Students found support in tasks with less complex contexts, where they could more easily discern mathematical relational concepts and symbols. Interest in the context also played a significant role in their problem-solving ability.

I dagens skola ur en global kontext pekar forskning på att undervisningen i matematiken är väldigt bokbunden. Forskningen visar samtidigt att läroböckerna behandlar rutinuppgifter i stor utsträckning och liten variation av problemlösningsuppgifter som elever får möta i undervisningen. Detta ger inte samma möjlighet till utmaning av alla de matematiska förmågorna hos eleverna. Syftet med undersökningen var att ta reda på vilka möjligheter läroböckerna gav eleverna att möta problemlösning som kunde stödja deras utveckling inom matematiken. För att få svar på vårt syfte genomfördes en läromedelsanalys av två olika läroboksserier som innehöll sex böcker totalt. Resultatet pekade på att olika läroböcker presenterade problemlösning på olika sätt, vilket gav eleverna olika möjligheter till problemlösning. Studiens resultat visade också på att det fanns en övervägande mängd rutinuppgifter som hindrar eleverna att tillägna sig matematik. Läraren kommer därför vara en viktig funktion för elevernas utveckling av problemlösning, då de har en avgörande roll att frambringa de matematiska problemens fullständiga potential i elevernas utövande kring de matematiska förmågorna. Lärarens val av läroböcker kan vara avgörande för elevernas möjligheter att möta problemlösning, då läraren måste vara medveten om lärobokens begränsningar och potential för att stödja elevernas utveckling inom matematik., In today's educational context, research indicates that mathematics instruction is heavily reliant on textbooks. At the same time, studies show that textbooks focus on routine exercises and offer limited variation in the problem-solving tasks students encounter in class. This lack of diversity does not adequately challenge all students' mathematical abilities. The aim of this study was to investigate the extent to which textbooks provide opportunities for students to engage in problem-solving tasks that support their mathematical development. To address this aim, a textbook analysis was conducted on two different textbook series comprising a total of six books. The results indicated that different textbooks presented problem-solving in varying ways, thereby affording students different opportunities for engaging in problem-solving activities. The study also revealed that there is a predominance of routine tasks, which impedes students' ability to fully acquire mathematical skills. Therefore, the role of the teacher is crucial in enhancing students' problem-solving capabilities, as they are instrumental in unlocking the full potential of mathematical problems in the context of developing students' mathematical competencies. Teachers' choice of textbooks can significantly impact students' exposure to problem-solving, as educators must be aware of both the limitations and potential of textbooks in supporting students' mathematical development.

Användningen av digitala verktyg ökar stadigt och tar en alltmer framträdande roll i både samhället och i svenska skolor. Trots att forskning visar att elevers inlärning gynnas av sådant verktyg, noteras att en betydande andel lärare fortfarande begränsar dess användning i undervisningen. Syftet med denna studie är att bidra till en djupare förståelse för vilka digitala verktyg högstadielärarna använder i sin undervisning och vilka utmaningar och möjligheter som kan finnas med användning av digitala verktyg i allmänhet och GeoGebra i synnerhet i matematikundervisning i problemlösning. För att uppnå vårt mål har vi genomfört intervjuer med sex stycken högstadielärare. Informationen från intervjuerna har vi sedan analyserat utifrån ett teoretiskt ramverk. Vi har även kopplat den till relevanta styrdokument och tidigare forskning för att få en helhetsbild och dra välgrundade slutsatser. Resultaten från studie visar att lärarna använder en mängd olika digitala verktyg, såsom Magma, Kahoot, Googel Classroom och GeoGebra för att skapa en differentierad undervisning som anpassar efter elevernas olika behöv och kunskapsnivå. Vidare visar resultaten, å ena sidan, att integrering av digitala verktyg i undervisningen, speciellt GeoGebra, kan skapa dynamiska och interaktiva presentationer som gör matematiska begrepp mer levande och begripliga för eleverna. Detta kan stimulera elevernas intresse, motivation och engagemang för matematik, där de visar nyfikenhet och lust inför det nya verktyget. Å andra sidan pekar studien på vissa utmaningar, såsom risken för distraktioner, tidsbrist för att utforska och implementera digitala verktyg i undervisningen, samt tekniska problem som kan försvåra användningen av verktygen i klassrummet. Dessa hinder kan störa undervisningen och skapa svårigheter med en smidig integration av teknologin., The use of digital tools is steadily increasing and playing an increasingly prominent role both in society and in Swedish schools. Despite research indicating that students' learning benefits from such tools, a significant proportion of teachers still limit their use in teaching. The purpose of this study is to contribute to a deeper understanding of the digital tools mathematics teachers use in their teaching, and the challenges and opportunities associated with the use of digital tools in general, and GeoGebra in particular, in mathematics education and problem-solving. To achieve our goal, we conducted interviews with six middle school teachers. We analyzed the information from the interviews based on a theoretical framework, and connected it to relevant educational guidelines and previous research to form a comprehensive view and draw well-founded conclusions. The study's results show that teachers use a variety of digital tools such as Magma, Kahoot, Google Classroom, and GeoGebra to create differentiated instruction that adapts to students' different needs and levels of knowledge. Furthermore, the results indicate, on the one hand, that integrating digital tools in teaching, especially GeoGebra, can create dynamic and interactive presentations that make mathematical concepts more vivid and understandable for students. This can stimulate students' interest, motivation, and engagement in mathematics, where they show curiosity and enthusiasm for the new tool. On the other hand, the study points out several challenges, such as the risk of distractions, time constraints for exploring and implementing digital tools in teaching, and technical issues that can hinder the use of tools in the classroom. These obstacles can disrupt teaching and create difficulties in smoothly integrating technology.

Problemlösning är en central kompetens för framgång i ämnet matematik och lärare har en nyckelroll i att främja denna förmåga hos elever. Men de möter också utmaningar i att stödja alla elever, vilket den här kvalitativa studien syftar till att undersöka hur de hanterar. Genom intervjuer med sju lärare har dessa tre forskningsfrågor undersökts; Hur kommunicerar lärare i mellanstadiet mål för elevers lärande och utveckling inom problemlösning? Hur arbetar lärare i mellanstadiet för att identifiera elevers kunskaper och utmaningar med problemlösning i samband med undervisningen och arbetet kring den, och vilka är utmaningarna? Samt hur hanterar lärare i mellanstadiet utmaningarna med problemlösning i samband med undervisningen och arbetet kring den? För att uppfylla studiens syfte och besvara forskningsfrågorna har en variant av tematisk analys använts i kombination med ett ramverk baserat på tre nyckelaspekter av formativ bedömning. Resultatet visade att det, utifrån studiens ramverk, finns förbättringspotential kring hur lärare kommunicerar mål men att de har en bred variation av metoder och tillvägagångssätt vid både identifiering och hantering av utmaningar., Problem-solving is a central skill for success in mathematics, and teachers play a key role in fostering this ability in students. However, they also face challenges in supporting all students, which this qualitative study aims to investigate how they address. Through interviews with seven teachers, these three research questions have been explored: How do middle school teachers communicate goals for students' learning and development in problem-solving? How do middle school teachers identify students' skills and challenges in problem-solving in connection with teaching related work, and what are the challenges? And how do middle school teachers handle challenges in problem-solving in connection with teaching and related work? To fulfill the study's purpose and answer the research questions, a version of thematic analysis has been used in combination with a framework based on three key aspects of formative assessment. The results showed that, based on the study's framework, there is room for improvement in how teachers communicate goals, but they have a wide variety of methods and approaches in both identifying and addressing challenges.

This study aims to gain an understanding of how multilingual students take on the work of mathematical problem-solving and their experiences of taking on problem-solving tasks with the help of different types of scaffolding. To respond to the aim, two questions were formulated: (1) In what way do images, concrete materials and linguistic support in the form of pair work scaffold multilingual grade 2 students in the work with problem-solving in mathematics? and (2) How do multilingual students experience the three different types of scaffolding when working with mathematical problem-solving tasks? To answer the questions, the study used qualitative methods, namely observations of multilingual grade 2 students who took on mathematical problem-solving by means of the three different types of scaffolding mentioned above, and interviews with the same students about their experiences with the three different scaffolding types. The results show that multilingual students gain several beneficial advantages from tackling mathematical problem-solving tasks with different types of support. The support helps the students to understand the content of the problem-solving tasks. Furthermore, the results show that students have different experiences of support, which depends on where they are in terms of knowledge.

Studies have shown that learning mathematics through programming can be complex and that the programming itself might even hamper students’ learning. However, few studies have focused on the role of the teacher and the teacher-student interaction that aims to support students’ learning when using programming. The present study examines a didactic design in which a teacher uses well-prepared questions and suggestions that focus on stu- dents’ reasoning to solve mathematical problems using Scratch, a block-based programming environment. Forty students, 10–11 years old, solved a geometry problem using Scratch supported by their teacher. The students’ screen activities and teacher-student interactions were recorded. The results indicate that well-prepared general and task-specific questions targeting students’ creative reasoning can help to overcome some of the complexities of learning mathematics while programming. The study furthermore shows that when students have sufficient programming skills, Scratch could even have the potential to support their reasoning and at the same time guide the teacher to give timely feedback.

Studies have shown that learning mathematics through programming can be complex and that the programming itself might even hamper students’ learning. However, few studies have focused on the role of the teacher and the teacher-student interaction that aims to support students’ learning when using programming. The present study examines a didactic design in which a teacher uses well-prepared questions and suggestions that focus on stu- dents’ reasoning to solve mathematical problems using Scratch, a block-based programming environment. Forty students, 10–11 years old, solved a geometry problem using Scratch supported by their teacher. The students’ screen activities and teacher-student interactions were recorded. The results indicate that well-prepared general and task-specific questions targeting students’ creative reasoning can help to overcome some of the complexities of learning mathematics while programming. The study furthermore shows that when students have sufficient programming skills, Scratch could even have the potential to support their reasoning and at the same time guide the teacher to give timely feedback.

This study investigates the efficacy of large language model (LLM)-powered chatbots in guiding physics problem-solving, examining whether they can effectively supplement teacher-led learning. A customised chatbot was developed leveraging ChatGPT to provide step-by-step assistance through a structured problem-solving algorithm. Its impact was evaluated via an experimental study with 12th-grade physics students (N = 24) randomly assigned to a teacher-guided or chatbot-guided group for problem-solving practice. A Mann-Whitney U test revealed no significant differences in problem-solving competency between conditions. Qualitative analysis of conversational logs indicates the chatbot successfully emulated key teacher scaffolding behaviours. Our findings suggest AI tutors can deliver personalised, interactive support akin to human teachers, offering viable supplements to augment physics learning. Further research should explore optimising LLM training, human-chatbot balances, and impacts across diverse educational settings.

This study investigates the efficacy of large language model (LLM)-powered chatbots in guiding physics problem-solving, examining whether they can effectively supplement teacher-led learning. A customised chatbot was developed leveraging ChatGPT to provide step-by-step assistance through a structured problem-solving algorithm. Its impact was evaluated via an experimental study with 12th-grade physics students (N = 24) randomly assigned to a teacher-guided or chatbot-guided group for problem-solving practice. A Mann-Whitney U test revealed no significant differences in problem-solving competency between conditions. Qualitative analysis of conversational logs indicates the chatbot successfully emulated key teacher scaffolding behaviours. Our findings suggest AI tutors can deliver personalised, interactive support akin to human teachers, offering viable supplements to augment physics learning. Further research should explore optimising LLM training, human-chatbot balances, and impacts across diverse educational settings.

Studies have shown that learning mathematics through programming can be complex and that the programming itself might even hamper students’ learning. However, few studies have focused on the role of the teacher and the teacher-student interaction that aims to support students’ learning when using programming. The present study examines a didactic design in which a teacher uses well-prepared questions and suggestions that focus on stu- dents’ reasoning to solve mathematical problems using Scratch, a block-based programming environment. Forty students, 10–11 years old, solved a geometry problem using Scratch supported by their teacher. The students’ screen activities and teacher-student interactions were recorded. The results indicate that well-prepared general and task-specific questions targeting students’ creative reasoning can help to overcome some of the complexities of learning mathematics while programming. The study furthermore shows that when students have sufficient programming skills, Scratch could even have the potential to support their reasoning and at the same time guide the teacher to give timely feedback.

I takt med att den svenska skolan blir allt mer mångkulturell ökar behovet av inkluderande undervisning. Flerspråkiga elever möter både text och tal i matematikundervisningen, vilket ställer krav på läs- och matematikförmåga. Denna studie undersöker hur flerspråkiga elever upplever kontexten i textbaserade problemlösningsuppgifter, med fokus på hinder i processen och hur stöd kan hittas i uppgiftskontexten. Pólyas problemlösningsmodell användes för att identifiera var problem kan uppstå, och medieringstriangeln användes för att identifiera mönster i hur elever finner stöd. Studien använder en kvalitativ metod med semistrukturerade intervjuer och problemlösningsuppgifter som komplement. Resultatet visade att eleverna hade svårigheter vid övergången mellan tolkningsfasen och planeringsfasen. Under granskningsfasen hade eleverna svårt att motivera sina val. Eleverna fann stöd i uppgifter med mindre komplex kontext, där de lättare kunde urskilja matematiska relationsbegrepp och symboler. Intresset för kontexten spelade också en viktig roll för deras problemlösningsförmåga., As the Swedish school system becomes increasingly multicultural, the need for inclusive education is growing. Multilingual students encounter both text and numbers in mathematics education, which demands both reading and mathematical ability. This study examined how multilingual students experience the context of text-based problem-solving tasks, focusing on obstacles in the process and how support can be found in the task context. Pólya's problem-solving model was used to identify where problems may arise, and the mediation triangle was employed to identify patterns in how students find support. The study employed a qualitative method with semi-structured interviews and supplementary problem-solving tasks. The results showed that students struggled with the transition between the interpretation phase and the planning phase. During the review phase, students had difficulty justifying their choices. Students found support in tasks with less complex contexts, where they could more easily discern mathematical relational concepts and symbols. Interest in the context also played a significant role in their problem-solving ability.

Problemlösning är en central kompetens för framgång i ämnet matematik och lärare har en nyckelroll i att främja denna förmåga hos elever. Men de möter också utmaningar i att stödja alla elever, vilket den här kvalitativa studien syftar till att undersöka hur de hanterar. Genom intervjuer med sju lärare har dessa tre forskningsfrågor undersökts; Hur kommunicerar lärare i mellanstadiet mål för elevers lärande och utveckling inom problemlösning? Hur arbetar lärare i mellanstadiet för att identifiera elevers kunskaper och utmaningar med problemlösning i samband med undervisningen och arbetet kring den, och vilka är utmaningarna? Samt hur hanterar lärare i mellanstadiet utmaningarna med problemlösning i samband med undervisningen och arbetet kring den? För att uppfylla studiens syfte och besvara forskningsfrågorna har en variant av tematisk analys använts i kombination med ett ramverk baserat på tre nyckelaspekter av formativ bedömning. Resultatet visade att det, utifrån studiens ramverk, finns förbättringspotential kring hur lärare kommunicerar mål men att de har en bred variation av metoder och tillvägagångssätt vid både identifiering och hantering av utmaningar., Problem-solving is a central skill for success in mathematics, and teachers play a key role in fostering this ability in students. However, they also face challenges in supporting all students, which this qualitative study aims to investigate how they address. Through interviews with seven teachers, these three research questions have been explored: How do middle school teachers communicate goals for students' learning and development in problem-solving? How do middle school teachers identify students' skills and challenges in problem-solving in connection with teaching related work, and what are the challenges? And how do middle school teachers handle challenges in problem-solving in connection with teaching and related work? To fulfill the study's purpose and answer the research questions, a version of thematic analysis has been used in combination with a framework based on three key aspects of formative assessment. The results showed that, based on the study's framework, there is room for improvement in how teachers communicate goals, but they have a wide variety of methods and approaches in both identifying and addressing challenges.

I dagens skola ur en global kontext pekar forskning på att undervisningen i matematiken är väldigt bokbunden. Forskningen visar samtidigt att läroböckerna behandlar rutinuppgifter i stor utsträckning och liten variation av problemlösningsuppgifter som elever får möta i undervisningen. Detta ger inte samma möjlighet till utmaning av alla de matematiska förmågorna hos eleverna. Syftet med undersökningen var att ta reda på vilka möjligheter läroböckerna gav eleverna att möta problemlösning som kunde stödja deras utveckling inom matematiken. För att få svar på vårt syfte genomfördes en läromedelsanalys av två olika läroboksserier som innehöll sex böcker totalt. Resultatet pekade på att olika läroböcker presenterade problemlösning på olika sätt, vilket gav eleverna olika möjligheter till problemlösning. Studiens resultat visade också på att det fanns en övervägande mängd rutinuppgifter som hindrar eleverna att tillägna sig matematik. Läraren kommer därför vara en viktig funktion för elevernas utveckling av problemlösning, då de har en avgörande roll att frambringa de matematiska problemens fullständiga potential i elevernas utövande kring de matematiska förmågorna. Lärarens val av läroböcker kan vara avgörande för elevernas möjligheter att möta problemlösning, då läraren måste vara medveten om lärobokens begränsningar och potential för att stödja elevernas utveckling inom matematik., In today's educational context, research indicates that mathematics instruction is heavily reliant on textbooks. At the same time, studies show that textbooks focus on routine exercises and offer limited variation in the problem-solving tasks students encounter in class. This lack of diversity does not adequately challenge all students' mathematical abilities. The aim of this study was to investigate the extent to which textbooks provide opportunities for students to engage in problem-solving tasks that support their mathematical development. To address this aim, a textbook analysis was conducted on two different textbook series comprising a total of six books. The results indicated that different textbooks presented problem-solving in varying ways, thereby affording students different opportunities for engaging in problem-solving activities. The study also revealed that there is a predominance of routine tasks, which impedes students' ability to fully acquire mathematical skills. Therefore, the role of the teacher is crucial in enhancing students' problem-solving capabilities, as they are instrumental in unlocking the full potential of mathematical problems in the context of developing students' mathematical competencies. Teachers' choice of textbooks can significantly impact students' exposure to problem-solving, as educators must be aware of both the limitations and potential of textbooks in supporting students' mathematical development.

This study aims to gain an understanding of how multilingual students take on the work of mathematical problem-solving and their experiences of taking on problem-solving tasks with the help of different types of scaffolding. To respond to the aim, two questions were formulated: (1) In what way do images, concrete materials and linguistic support in the form of pair work scaffold multilingual grade 2 students in the work with problem-solving in mathematics? and (2) How do multilingual students experience the three different types of scaffolding when working with mathematical problem-solving tasks? To answer the questions, the study used qualitative methods, namely observations of multilingual grade 2 students who took on mathematical problem-solving by means of the three different types of scaffolding mentioned above, and interviews with the same students about their experiences with the three different scaffolding types. The results show that multilingual students gain several beneficial advantages from tackling mathematical problem-solving tasks with different types of support. The support helps the students to understand the content of the problem-solving tasks. Furthermore, the results show that students have different experiences of support, which depends on where they are in terms of knowledge.

Användningen av digitala verktyg ökar stadigt och tar en alltmer framträdande roll i både samhället och i svenska skolor. Trots att forskning visar att elevers inlärning gynnas av sådant verktyg, noteras att en betydande andel lärare fortfarande begränsar dess användning i undervisningen. Syftet med denna studie är att bidra till en djupare förståelse för vilka digitala verktyg högstadielärarna använder i sin undervisning och vilka utmaningar och möjligheter som kan finnas med användning av digitala verktyg i allmänhet och GeoGebra i synnerhet i matematikundervisning i problemlösning. För att uppnå vårt mål har vi genomfört intervjuer med sex stycken högstadielärare. Informationen från intervjuerna har vi sedan analyserat utifrån ett teoretiskt ramverk. Vi har även kopplat den till relevanta styrdokument och tidigare forskning för att få en helhetsbild och dra välgrundade slutsatser. Resultaten från studie visar att lärarna använder en mängd olika digitala verktyg, såsom Magma, Kahoot, Googel Classroom och GeoGebra för att skapa en differentierad undervisning som anpassar efter elevernas olika behöv och kunskapsnivå. Vidare visar resultaten, å ena sidan, att integrering av digitala verktyg i undervisningen, speciellt GeoGebra, kan skapa dynamiska och interaktiva presentationer som gör matematiska begrepp mer levande och begripliga för eleverna. Detta kan stimulera elevernas intresse, motivation och engagemang för matematik, där de visar nyfikenhet och lust inför det nya verktyget. Å andra sidan pekar studien på vissa utmaningar, såsom risken för distraktioner, tidsbrist för att utforska och implementera digitala verktyg i undervisningen, samt tekniska problem som kan försvåra användningen av verktygen i klassrummet. Dessa hinder kan störa undervisningen och skapa svårigheter med en smidig integration av teknologin., The use of digital tools is steadily increasing and playing an increasingly prominent role both in society and in Swedish schools. Despite research indicating that students' learning benefits from such tools, a significant proportion of teachers still limit their use in teaching. The purpose of this study is to contribute to a deeper understanding of the digital tools mathematics teachers use in their teaching, and the challenges and opportunities associated with the use of digital tools in general, and GeoGebra in particular, in mathematics education and problem-solving. To achieve our goal, we conducted interviews with six middle school teachers. We analyzed the information from the interviews based on a theoretical framework, and connected it to relevant educational guidelines and previous research to form a comprehensive view and draw well-founded conclusions. The study's results show that teachers use a variety of digital tools such as Magma, Kahoot, Google Classroom, and GeoGebra to create differentiated instruction that adapts to students' different needs and levels of knowledge. Furthermore, the results indicate, on the one hand, that integrating digital tools in teaching, especially GeoGebra, can create dynamic and interactive presentations that make mathematical concepts more vivid and understandable for students. This can stimulate students' interest, motivation, and engagement in mathematics, where they show curiosity and enthusiasm for the new tool. On the other hand, the study points out several challenges, such as the risk of distractions, time constraints for exploring and implementing digital tools in teaching, and technical issues that can hinder the use of tools in the classroom. These obstacles can disrupt teaching and create difficulties in smoothly integrating technology.

INTRODUCTION: Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning.METHODS: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors.RESULTS: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient's problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated.CONCLUSION: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.

Background: Organizational creativity and sustainability-oriented innovation are key factors for leaders and managers. This study explores the neural correlates underlying creative decisions in the managerial field in two distinct conditions: individual and group conditions. Methods: A Muse electrophysiological (EEG) headband was applied to a group of managers compared to a group of non-managers during the execution of a realistic complex problem-solving task in an individual and group condition, while EEG frequency bands (delta, theta, alpha, and beta) were collected. Results: Both managers and non-managers group showed specific neural activations during the task, elucidating the effect of creative thinking at workplace on the prefrontal cortex (PFC) and the temporal parietal junction (TPJ). Significantly higher delta, theta and beta mean values were detected in the right TPJ in the group condition as well as in the right PFC in the individual condition for managers. Higher alpha band activation was found in the left PFC for managers, regardless of the condition. Conclusions: This study suggests the possibility to uncover, through neuroscientific techniques, the more socially sustainable working conditions that foster innovation, organizational creativity, and the fruitful sharing of one's ideas while tackling complex problems within organizations.

This study aimed at assessing the psychophysiological correlates of managers, compared to a group of non-managers, during a creative problem-solving dynamic through the use of a psychophysiological method exploiting autonomic measures data collection. Individuals performed a realistic complex problem-solving task (RCPT), a modified version of the NASA Moon survival problem exercise, in two distinct conditions: individually or in groups of three participants. Two main patterns of findings were observed, specifically, for the managers’ group: first, electrodermal activity and cardiac variability indices increased during the group compared to individual condition; second, cardiovascular indices decreased in the above-mentioned condition. No statistically significant results were observed for the non-managers group. Results suggest that managers could be able to “feel”, even at a deeper and psycho-physiological level, which social condition (in this case, the group one) is more suitable for solving a complex problem in a creative way

This research aims to determine the effect of using case study-based student worksheets to train students' problem-solving skills. This research is an experimental research with a one group pre-test ¬post-test design. The research subjects were 26 Agribusiness Animal Husbandry students, class IB, Semester 1. The research instrument is a test of student learning outcomes. Data collection techniques are carried out using tests, observation and documentation. The data analysis technique uses the non-parametric Wilcoxon statistical test. The research results showed that 26 students obtained pre-test learning outcomes of 3.4 and post-test 3.8, meaning there was an increase in student learning outcomes after the treatment, by 0.4 or 40%. The n-gain value of problem-solving skills for students as a whole was obtained on average 0.6 which is included in the medium category. There is an influence between the pre-test and post-test learning outcomes of the BSF maggot production and reproduction biotechnology course material on BSF maggot animal development structure material for IB livestock agribusiness students.

Engaging in productive struggle during problem-solving activities can be viewed as critical to learning mathematics. In this paper, we explore how mathematical praxeologies can be utilized to describe students’ struggle with mathematical problem-solving. The results indicate that the students’ productive struggle with an optimization problem involving functions, graphs, and derivatives, contains long sequences where the students switch rapidly within and between mathematical praxeologies. During the work session as a whole, the students mix coherent arguments with tentative and on occasion unproductive arguments focusing on technology. One notable exception among these attempts is a theoretical moment where the students reduce the complexity of a previous subtask by deducing a general equation which provides them with key ideas on how to solve the given task.

The aim of this thesis in mathematics education is to produce knowledge about problem-solving as a broad and complex phenomenon in mathematics teacher education, historically and in the present. With a multidisciplinary approach and affirmative critique, possible new understandings of the phenomenon are investigated, extended and transformed in three sub-studies and two chapters in the wrapping. The thesis builds on previous research on teacher education but seeks to contribute to a multidimensional understanding of the phenomenon of problem-solving. The first sub-study provides a configurative research review that offers a picture of the different relationships in which problem-solving is involved, and how different aspects of problem-solving are highlighted and become complementary. The second sub-study is a discourse analysis of historical texts on problem-solving where the data consists of texts written for and by teachers from the 1840s and onwards. The sub-study shows how discursive truths about problem-solving are formed and consolidated over time. The third sub-study brings attention to the materiality of problem-solving teaching, and highlights how mathematics teaching in secondary school, in the form of classroom observations, can be understood in a new materialist perspective. In addition, the thesis includes further analysis of problem-solving – presented in two chapters in the wrapping – and as a consequence the thesis may is designed as a hybrid between a compilation thesis and a monograph. In one of the chapters, previous research is traced diffractively with regard to the arguments put forward as to why problem-solving is important. In the other chapter, the results of the three sub-studies are read diffractively, through and with feminist new materialism. The thesis spans over several theoretical-methodological fields and takes the reader on a walk through the problem-solving landscape. The overall results show that problem-solving is a composed phe

Engaging in productive struggle during problem-solving activities can be viewed as critical to learning mathematics. In this paper, we explore how mathematical praxeologies can be utilized to describe students’ struggle with mathematical problem-solving. The results indicate that the students’ productive struggle with an optimization problem involving functions, graphs, and derivatives, contains long sequences where the students switch rapidly within and between mathematical praxeologies. During the work session as a whole, the students mix coherent arguments with tentative and on occasion unproductive arguments focusing on technology. One notable exception among these attempts is a theoretical moment where the students reduce the complexity of a previous subtask by deducing a general equation which provides them with key ideas on how to solve the given task.

Engaging in productive struggle during problem-solving activities can be viewed as critical to learning mathematics. In this paper, we explore how mathematical praxeologies can be utilized to describe students’ struggle with mathematical problem-solving. The results indicate that the students’ productive struggle with an optimization problem involving functions, graphs, and derivatives, contains long sequences where the students switch rapidly within and between mathematical praxeologies. During the work session as a whole, the students mix coherent arguments with tentative and on occasion unproductive arguments focusing on technology. One notable exception among these attempts is a theoretical moment where the students reduce the complexity of a previous subtask by deducing a general equation which provides them with key ideas on how to solve the given task.

This study conducted to examine the distribution of problem-solving tasks in mathematics textbook related to mathematical literacy. The aim of the study was to analyze the extent to which mathematical literacy is addressed through problem-solving tasks in two grade 4 mathematics textbooks. To analyze the types and distribution of problem-solving tasks within the textbooks the study employed a quantitative approach where the analysis tool was based on four main components that contribute to development of mathematical literacy. The findings revealed that the distribution of problem-solving tasks over had overall was similar with a few differences in percentage in both textbooks. The textbook Matte Direkt 4A provided a greater emphasis on mathematical literacy through problem-solving tasks compared to Koll på matematik 4A. The results also indicated that problem-solving tasks who had a context within the real-world were more prevalent than others in the materials analyzed. These findings implicate the need for a more balanced and comprehensive approach to incorporating problem-solving tasks that promote mathematical literacy in educational materials.

Usage of natural language processing tools to generate code is increasing together with the advances in artificial intelligence. These tools could improve the efficiency of software development, if the generated code can be shown to be trustworthy enough to solve a given problem. This thesis examines what problems can be solved using automatically generated code such that the results can be trusted. A set of six problems were chosen to be used for testing two automatic code generators and the accuracy of their generated code. The problems were chosen to span a range from introductory programming assignments to complex problems with no known efficient algorithm. The problems also varied in how direct their descriptions were, with some describing exactly what should be done, while others described a real-world scenario with a desired result. The problems were used as prompts to the automatic code generators to generate code in three different programming languages. A testing framework was built that could execute the generated code, feed problem instances to the processes, and then verify the solutions that were outputted from them. The data from these tests were then used to calculate the accuracy of the generated code, based on how many of the problem instances were correctly solved. The experimental results show that most solutions to the problems either got all outputs correct, or had few or no correct outputs. Problems with direct explanations, or simple and well known algorithms, such as sorting, resulted in code with high accuracy. For problems that were wrapped in a scenario, the accuracy was the lowest. Hence, we believe that identifying the underlying problem before resorting to code generators should possibly increase the accuracy of the code., Användningen av verktyg som bygger på språkteknologi för att generera kod har ökat i takt med framstegen inom artificiell intelligens. Dessa verktyg kan användas för att öka effektiviten inom mjukvaruutveckling, om den genererade koden kan visas tillförlitlig nog för att lösa ett givet problem. Denna avhandling utforskar vilka problem som kan lösas med automatiskt genererad kod på en nivå sådan att resultaten kan dömas tillförlitliga. En mängd på sex olika problem valdes för att testa två olika kodgenererande verktygs noggrannhet. De utvalda problemen valdes för att täcka ett stort span av programmeringsproblem. Från grundläggande programmeringsproblem till komplexa problem utan kända effektiva algoritmer. Problemen hade även olika nivåer av tydlighet i deras beskrivning. Vissa problem var tydligt formulerade med ett efterfrågat tillvägagångssätt, andra var mindre tydliga med sitt respektive förväntade resultat inbakat i problembeskrivningen. De utvalda kodgenererade verktygen uppmanades lösa problem enligt sex problembeskrivningar på tre olika programmeringsspråk. Ett ramverk byggdes som skapade probleminstanser, exekverade den genererade koden och verifierade den utmatade lösningen. Resultaten användes för att beräkna den genererade kodens noggrannhet, baserat på hur många av de givna instanserna som lösts korrekt. Resultaten från testerna visar att de flesta av de genererade lösningarna fick antingen alla eller inga instanser korrekt lösta. Problem med tydliga beskrivningar och enkla välkända algoritmer så som sortering, resulterade i kod med hög noggrannhet. För de mindre tydliga problemen, som resulterade i lägst noggrannhet, bör identifiering av det underliggande problemet öka kodens noggrannhet.

This study intends to find out how two different teaching methods affect pupils'communicative ability in the problem-solving process. This through the use of smallgroup work. This study also has a comparative aspect and intends to compare atraditional teaching method with the innovative Game-based learning theory, whichadvocates that learning can take place through gamification. In order to achieve theaim of the study, an inquiry was carried out in four different small groups in gradefour (ages 10–11). The result of the inquiry indicated that the mean value of thenumber of communication clusters presented per minute was higher in the groupsthat worked with traditional learning than those that worked with gamified learningthrough the use of Escape room., Denna studie har för avsikt att ta reda på hur två olika undervisningssätt påverkarelevers kommunikativa förmåga inom problemlösningsprocessen. Detta genomanvändandet av smågruppsarbeten. Studien har även en jämförande aspekt somhandlar om att jämföra ett traditionellt undervisningssätt med den nytänkandeGame-based learning theory som förespråkar att lärande bör ske genom spelifiering.För att uppnå syftet med studien genomfördes en undersökning i fyra olikasmågrupper i årskurs fyra (ålder 10–11 år). Resultatet från undersökningen pekadepå att medelvärdet av antal uppvisade kommunikationskluster per minut var högrehos grupperna som arbetade med traditionellt lärande än de som arbetade medspelifierat lärande genom användandet av Escape room.

Enligt Skollagen har alla elever rätt till den ledning och stimulans de behöver för att utifrån sina egna förutsättningar utvecklas så långt som möjligt. Av denna anledning vill vi genom denna studie undersöka hur algebraiska uppgifter och undervisning inom algebra kan anpassas för att matematiskt begåvade elever ska ges den utmaning och stimulans de behöver för att utvecklas så långt som möjligt. Detta har undersökts genom att genomföra en lektionsserie, bestående av tre lektionstillfällen. Efter att lektionsserien avslutats genomfördes semistrukturerade intervjuer i fokusgrupper med de deltagande eleverna, för att undersöka vad som krävs för att algebraiska uppgifter och undervisning inom algebra ska upplevas som utmanande och stimulerande av matematiskt begåvade elever i årskurs 5. Den teori som använts för att analysera resultaten är positioneringsteorin. De viktigaste resultaten som framkommit är att dessa elever ska erbjudas att arbeta med utmanande uppgifter och att detta med fördel görs genom att låta dem arbeta med dessa i par/grupper, med andra elever på en liknande kunskapsnivå., According to the School Act, all students have the right to the guidance and stimulation they need to develop to the best of their abilities based on their individual conditions. For this reason, we want to investigate through this study how algebraic tasks and teaching within algebra can be adapted to provide mathematically gifted students with the challenge and stimulation they need to develop to the fullest extent possible. This has been examined by conducting a series of lessons consisting of three class sessions. After the lesson series concluded, semi-structured interviews were conducted in focus groups with the participating pupils to explore what is required for algebraic tasks and algebraic teaching to be perceived as challenging and stimulating by fifth-grade students. The theory used to analyze the results is positioning theory. The most important findings that have emerged are that these pupils should be offered the opportunity to work with challenging tasks, preferably by allowing them to work with these tasks in pairs/groups with other students at a similar level of knowledge.

Syftet med denna studie är att undersöka hur matematiklärare beskriver digitala lärresursers användbarhet i sin problemlösningsundervisning. För att undersöka detta har flera kvalitativa semistrukturerade intervjuer genomförts. De genomförda intervjuerna med lärarna har analyserats med hjälp av TPACK-ramverket och visar att problemlösning med digitala lärresurser har både fördelar och nackdelar. De fördelar som lärarna lyfter fram berör i huvudsak individualisering och differentiering, exempelvis att det är enkelt att hitta och anpassa uppgifter till respektive elevs nivå. Nackdelarna handlar främst om digitala läromedlens funktion, bland annat att det finns för få och för enkla problemuppgifter. Digitala lärresurser möter delvis lärarnas förväntningar, men resultatet visar också på vilken utvecklingspotential som finns., The purpose of this study is to examine how mathematical teachers describe digital teaching resources usefulness in their problem-solving teaching. To examine this, we have conducted several qualitative semi-structured interviews. The completed interviews with the teachers have been analyzed using the TPACK-framework and show that problem-solving using digital resources have both pros and cons. According to the teachers the advantages are mainly connected to individualization and differentiation, for example it is easy to find and adjust tasks to each pupil’s level. The disadvantages concern the function of digital teaching aids, among other things, there are too few and too simple problem-solving tasks. Overall digital resources match the teacher’s expectations, but the result also indicate the potential for development.

Problemlösning är ett centralt moment i matematikundervisningen. Problemlösningsförmågan är således en av de viktigaste förmågorna att utveckla. Förmågan är inte endast användbar inommatematikämnet utan också i elevens framtid. Det är ett moment många har svårigheter med eftersom det krävs flera delprocesser för att lösa uppgiften. Det räcker inte med att kunna använda ett visst räknesätt, utan eleven behöver strategier för att reglera sin tankeprocess.Förmågan att vara medveten och reglera över sin tankeprocess benämns som metakognition. I den här systematiska litteraturstudien är därför syftet att undersöka vad metakognition har för inverkan på problemlösningsförmågan. Studiens resultat visade att metakognition gynnade elevernas problemlösning. Detta ledde bland annat till att eleven lättare kunde lösa de olika delprocesserna och känna positiva känslor för matematikundervisningen., Problem solving is a central part of mathematics education. Problem-solving skills are henceone of the most important abilities to develop. The ability is not only useful in the subject of mathematics but also essential in the student's future. It is a task many people have difficulties with because there are several steps to solve the task. It is not enough to be able to use a certainarithmetic operation, but the student needs strategies to regulate their thinking process. The ability to be aware and regulate over one's thoughts is referred to as metacognition. This literature review aims to examine the effects of metacognition on students problem-solvingability. The study's results showed that metacognition and metacognitive strategies benefited students' problem solving. This among other things led to the student being able to solve the various steps more easily and to gain positive attitude towards mathematics.

This case study aimed to investigate patterns in student reasoning in statistical mechanics, a rather unrepresented topic in Physics Education Research. We recorded problem-solving groups of upper-division physics students at Uppsala University. The initial qualitative analysis of the data revealed previously reported student difficulties and other common themes. We found an unproductive intuition, or "gut feeling", in all groups when reasoning about the high temperature limit of a discrete system in contact with a heat bath. Interestingly, our findings suggest that the students then productively used analogical reasoning to solve the problem. The students improved their reasoning by considering a typical example from quantum mechanics involving spin, transferring knowledge from one physics domain to another physics domain. Our findings can inform teachers and encourage them to help students use productive ideas. Future work includes identifying more productive ideas of various kinds and studying students' beliefs about problem-solving in statistical mechanics.

This paper presents a new and innovative examination method designed to foster creativity, problem-solving, and collaboration in mathematics education. Traditional assessment practices often focus on rote memorization and fail to engage students in the exploration of mathematical concepts and connect the content to real-world problems. In contrast, the proposed examination approach requires students to invent and solve their own mathematical tasks based on their personal interests and experiences. By actively engaging with mathematical concepts and relationships, students deepen their understanding while developing essential skills such as communication, self-assessment, and peer feedback. Anonymized peer correction is also introduced as a means of minimizing bias and promoting objectivity and a wider understanding. The study investigates student perceptions of the examination based on their experiences regarding its effects on creativity and problem-solving skills. The findings suggest that the new way of examining may not only enhance students’ mathematical understanding and problem-solving abilities but also foster a collaborative learning environment that encourages communication and peer support. The paper concludes that the adoption of this new method has the potential to transform traditional assessment practices and promote more engaged, creative, and collaborative learning experiences for students in a wide range of subjects., Validerad;2023;Nivå 1;2023-07-19 (sofila)

This thesis explores and models response process data from large-scale assessments, focusing on test-taking motivation, problem-solving strategies, and questionnaire response validity. It consists of four studies, all using data from PISA (Programme for International Student Assessment) data. Study I processed and clustered log-file data to create a behavioral evaluation of students' effort applied to a PISA problem-solving item, and examined the relationship between students' behavioral effort, self-reported effort, and test performance. Results show that effort invested before leaving the task unsolved was positively related to performance, while effort invested before solving the tasks was not. Low effort before leaving the task unsolved was further related to lower self-reported effort. The findings suggest that test-taking motivation could only be validly measured from efforts exerted before giving up. Study II used response process data to infer students' problem-solving strategies on a PISA problem-solving task, and investigated the efficiency of strategies and their relationship to PISA performance. A text classifier trained on data from a generative computational model was used to retrieve different strategies, reaching a classification accuracy of 0.72, which increased to 0.90 with item design changes. The most efficient strategies used information from the task environment to make plans. Test-takers classified as selecting actions randomly performed worse overall. The study concludes that computational modeling can inform score interpretation and item design. Study III investigated the relationship between motivation to answer the PISA student questionnaire and test performance. Departing from the theory of satisficing in surveys a Bayesian finite mixture model was developed to assess questionnaire-taking motivation. Results showed that overall motivation was high, but decreased toward the end. The questionnaire-taking motivation was positively related to

This paper presents a new and innovative examination method designed to foster creativity, problem-solving, and collaboration in mathematics education. Traditional assessment practices often focus on rote memorization and fail to engage students in the exploration of mathematical concepts and connect the content to real-world problems. In contrast, the proposed examination approach requires students to invent and solve their own mathematical tasks based on their personal interests and experiences. By actively engaging with mathematical concepts and relationships, students deepen their understanding while developing essential skills such as communication, self-assessment, and peer feedback. Anonymized peer correction is also introduced as a means of minimizing bias and promoting objectivity and a wider understanding. The study investigates student perceptions of the examination based on their experiences regarding its effects on creativity and problem-solving skills. The findings suggest that the new way of examining may not only enhance students’ mathematical understanding and problem-solving abilities but also foster a collaborative learning environment that encourages communication and peer support. The paper concludes that the adoption of this new method has the potential to transform traditional assessment practices and promote more engaged, creative, and collaborative learning experiences for students in a wide range of subjects., Validerad;2023;Nivå 1;2023-07-19 (sofila)

The Citizenlab is an innovative and dynamic project that aims to empower citizens and foster their active engagement in the democratic process. By creating a modular and welcoming space, the Citizenlab provides a platform for participants to reflect on their role as citizens and explore alternative perspectives on societal issues. The following provides an overview of the essential elements and objectives of the Citizenlab, emphasizing its distinctive approach in promoting citizen participation and fostering critical thinking. The Citizenlab utilizes interactive workshops as a central component, where participants are invited to engage in stimulating discussions and collaborative activities. These workshops are carefully designed to promote an inclusive and participatory environment, allowing individuals from diverse backgrounds to share their ideas and experiences. By incorporating thought-provoking “provotypes,” the Citizenlab encourages participants to challenge prevailing assumptions and envision alternative solutions to complex problems. Ultimately, the Citizenlab aspires to create a more informed, engaged, and empowered society. By promoting critical thinking, community engagement, and active citizenship, the project seeks to inspire individuals to take an active role in shaping their communities and influencing policy decisions. The potential impact of the Citizenlab extends beyond the immediate workshop setting, envisioning a ripple effect that transforms societal attitudes and practices towards a more democratic and participatory future. Through its innovative approach, the Citizenlab holds the potential to redefine the relationship between citizens and public institutions, paving the way for a more inclusive and collaborative society.

Decision-making and problem-solving processes play a crucial role in enabling organizations to deal with a complex global environment. This analytical investigation aimed to determine the perceptual levels of problem-solving and decision-making skills of administrators belonging to top-and-middle-level administrators in Nueva Vizcaya State University Bayombong and Bambang campus influenced by their individual preferences. It identified the prevailing organizational decision-making models and the relationship of profile variables with problem-solving and decision-making skills. The study made use of descriptive-correlational-comparative research design. In gathering the individual preferences, a three-factor model based on Carl Jung’s study with the primary tool, “Problem-Solving and Decision-Making Questionnaire.” The results showed that respondents belonging to the ambivert type have “high” problem-solving and decision-making skills, critical thinking, risk assessment, alternative weighing, data gathering and processing, perception and judgment, tool selection, and “moderate” lateral conceptualization skills. The prevalent organizational decision-making models employed are routine and creative. Itwas identified that educational attainment, designation, and the number of years in a position influence the respondent’s problem-solving and decision-making practices. Individual preferences significantly relate to critical thinking skills than other problem-solving and decision-making skills.

The relevance of cognitive performance during adolescence requires further studies that analyze potential associated factors. This study aimed to analyze inductive reasoning, reading comprehension, and mathematical thinking (problem-solving and number and calculation) in relation to sleep and depression in 244 students aged 12–17 years (47.6% boys and 52.4% girls). Daytime sleepiness, sleep quality, dysthymia, and euthymia (state and trait) were assessed by self-reported questionnaires. Moreover, correlations between these variables and cognitive performance, and differences depending on sociodemographic variables (sex, age, or academic year) were analyzed using non-parametric tests. Robust regression models were also conducted to evaluate the predictive role of significant variables on cognitive performance. The results showed significant bidirectional relationships between sleep- and depression-related variables, and between the latter ones and cognitive performance. Depression-trait was more related to cognitive performance than depression-state, and euthymia more than dysthymia, but neither daytime sleepiness nor sleep quality significantly correlated with it. As for sociodemographic variables, girls reported worse sleep and more depressive symptoms than boys did, and younger students reported better sleep but performed worse than the older ones. Although these findings should be further explored in forthcoming studies adding other promising variables, they highlight the importance of promoting euthymia to improve cognitive performance in adolescents.

Engaging in productive struggle during problem-solving activities can be viewed as critical to learning mathematics. In this paper, we explore how mathematical praxeologies can be utilized to describe students’ struggle with mathematical problem-solving. The results indicate that the students’ productive struggle with an optimization problem involving functions, graphs, and derivatives, contains long sequences where the students switch rapidly within and between mathematical praxeologies. During the work session as a whole, the students mix coherent arguments with tentative and on occasion unproductive arguments focusing on technology. One notable exception among these attempts is a theoretical moment where the students reduce the complexity of a previous subtask by deducing a general equation which provides them with key ideas on how to solve the given task.

Engaging in productive struggle during problem-solving activities can be viewed as critical to learning mathematics. In this paper, we explore how mathematical praxeologies can be utilized to describe students’ struggle with mathematical problem-solving. The results indicate that the students’ productive struggle with an optimization problem involving functions, graphs, and derivatives, contains long sequences where the students switch rapidly within and between mathematical praxeologies. During the work session as a whole, the students mix coherent arguments with tentative and on occasion unproductive arguments focusing on technology. One notable exception among these attempts is a theoretical moment where the students reduce the complexity of a previous subtask by deducing a general equation which provides them with key ideas on how to solve the given task.

This study conducted to examine the distribution of problem-solving tasks in mathematics textbook related to mathematical literacy. The aim of the study was to analyze the extent to which mathematical literacy is addressed through problem-solving tasks in two grade 4 mathematics textbooks. To analyze the types and distribution of problem-solving tasks within the textbooks the study employed a quantitative approach where the analysis tool was based on four main components that contribute to development of mathematical literacy. The findings revealed that the distribution of problem-solving tasks over had overall was similar with a few differences in percentage in both textbooks. The textbook Matte Direkt 4A provided a greater emphasis on mathematical literacy through problem-solving tasks compared to Koll på matematik 4A. The results also indicated that problem-solving tasks who had a context within the real-world were more prevalent than others in the materials analyzed. These findings implicate the need for a more balanced and comprehensive approach to incorporating problem-solving tasks that promote mathematical literacy in educational materials.

The digital revolution has brought about colossal changes in many social aspects. Thanks to the emergence of new digital technologies, many jobs have been executed by machines. Thus, employers are seeking different skills; they are known as soft skills. These skills are currently required for integrating the workforce. This article provides conceptual and empirical information related to employability skills development. It aims to explore the effect of soft skills training on the development of this skill among secondary school students. It is preliminary research to check students’ knowledge of three skills: Critical thinking, Collaboration and Communication. The theoretical frameworks mobilized for this study are the project-based learning theory and the experiential learning theory (Kolb, 2005). A mixed approach is adopted to examine the development of these skills via a one-month in-person training for students of Oued Eddahab high school. Quantitative data were collected via two web-based questionnaires: a pre-training and a post-training to compare students’ perceptions regarding the soft skills training. Qualitative data were collected by recording two focus groups. The quantitative results have revealed that there are many effective strategies to apply in order to enhance soft skills in high school. The qualitative results revealed that there is a positive relationship between the training workshops and the improvement of those skills. The majority of the students have expressed their satisfaction with the different workshops and stressed the importance of these skills for their academic and professional careers and for the improvement of their communicative capacities.

The aim of this thesis in mathematics education is to produce knowledge about problem-solving as a broad and complex phenomenon in mathematics teacher education, historically and in the present. With a multidisciplinary approach and affirmative critique, possible new understandings of the phenomenon are investigated, extended and transformed in three sub-studies and two chapters in the wrapping. The thesis builds on previous research on teacher education but seeks to contribute to a multidimensional understanding of the phenomenon of problem-solving. The first sub-study provides a configurative research review that offers a picture of the different relationships in which problem-solving is involved, and how different aspects of problem-solving are highlighted and become complementary. The second sub-study is a discourse analysis of historical texts on problem-solving where the data consists of texts written for and by teachers from the 1840s and onwards. The sub-study shows how discursive truths about problem-solving are formed and consolidated over time. The third sub-study brings attention to the materiality of problem-solving teaching, and highlights how mathematics teaching in secondary school, in the form of classroom observations, can be understood in a new materialist perspective. In addition, the thesis includes further analysis of problem-solving – presented in two chapters in the wrapping – and as a consequence the thesis may is designed as a hybrid between a compilation thesis and a monograph. In one of the chapters, previous research is traced diffractively with regard to the arguments put forward as to why problem-solving is important. In the other chapter, the results of the three sub-studies are read diffractively, through and with feminist new materialism. The thesis spans over several theoretical-methodological fields and takes the reader on a walk through the problem-solving landscape. The overall results show that problem-solving is a composed phe

The aim of this thesis in mathematics education is to produce knowledge about problem-solving as a broad and complex phenomenon in mathematics teacher education, historically and in the present. With a multidisciplinary approach and affirmative critique, possible new understandings of the phenomenon are investigated, extended and transformed in three sub-studies and two chapters in the wrapping. The thesis builds on previous research on teacher education but seeks to contribute to a multidimensional understanding of the phenomenon of problem-solving. The first sub-study provides a configurative research review that offers a picture of the different relationships in which problem-solving is involved, and how different aspects of problem-solving are highlighted and become complementary. The second sub-study is a discourse analysis of historical texts on problem-solving where the data consists of texts written for and by teachers from the 1840s and onwards. The sub-study shows how discursive truths about problem-solving are formed and consolidated over time. The third sub-study brings attention to the materiality of problem-solving teaching, and highlights how mathematics teaching in secondary school, in the form of classroom observations, can be understood in a new materialist perspective. In addition, the thesis includes further analysis of problem-solving – presented in two chapters in the wrapping – and as a consequence the thesis may is designed as a hybrid between a compilation thesis and a monograph. In one of the chapters, previous research is traced diffractively with regard to the arguments put forward as to why problem-solving is important. In the other chapter, the results of the three sub-studies are read diffractively, through and with feminist new materialism. The thesis spans over several theoretical-methodological fields and takes the reader on a walk through the problem-solving landscape. The overall results show that problem-solving is a composed phe