Introduction of mathematical problem-solving tasks : A qualitative study about how teachers describe choosing, introducing, and supporting pupils’ in problem-solving tasks in the subject of mathematics

I studien undersöker vi hur lärare i F-3 beskriver att de väljer, introducerar och stöttar elever i problemlösningsuppgifter i ämnet matematik. För att besvara detta har vi använt oss av en kvalitativ metod med semistrukturerade intervjuer.  I studien har vi tagit stöd av modellen Responsive Teaching through Problem Posing som ett teoretisk ramverk för att besvara studiens tre forskningsfrågor. Resultatet visar att lärare beskriver att de väljer problemlösningsuppgifter utifrån elevernas kunskapsnivå, intressen och vardag. Eleverna får då möjlighet att förknippa matematik till verkligheten. Lärare tar hänsyn till elevernas tidigare erfarenhet och vilka strategier de har kunskap om. Resultatet visar även att det råder delade meningar om huruvida strategier ska visas eller inte vid en introduktion av en problemlösningsuppgift och när eleverna har svårigheter med uppgiften. Lärare stöttar elever genom att placera dem i väl genomtänkta grupper. Eleverna får då möjlighet att ta del av varandras kunskaper. Slutsatsen är att flertalet lärare visar ofta strategier till elever vid genomgång och när elever inte förstår introduktionen. Detta bidrar till att eleverna inte får möjlighet att resonera och reflektera över sina strategier, vilket inte främjar deras problemlösningsförmåga. In this study, we examine how teachers in Grades F-3 describe that they choose, introduce, and support pupils in problem-solving tasks in the subject of mathematics. To answer this, we have used a qualitative method with semi-structured interviews. In the study, we have taken the support of the model Responsive Teaching through Problem Posing as a theoretical framework for answering the study's three research questions. The results show that teachers describe that they choose problem-solving tasks based on the pupil’s level of knowledge, interests, and everyday life. Pupils will then have the opportunity to associate mathematics with reality. Teachers consider pupils previous experience and what strategies they know about. The results turn out that there are divided opinions among the teachers about whether strategies should be shown or not when introducing a problem-solving task and when pupils have difficulties with the task. Teachers support pupils by placing them in well-thought-out groups. The pupils will then have the opportunity to take part in each other's knowledge. The conclusion is that the majority of teachers often show strategies to pupils when reviewing and when pupils do not understand the introduction. This contributes to pupils not having the opportunity to reason and reflect on their strategies, which does not promote their problem-solving skills

Introduction of mathematical problem-solving tasks : A qualitative study about how teachers describe choosing, introducing, and supporting pupils’ in problem-solving tasks in the subject of mathematics

I studien undersöker vi hur lärare i F-3 beskriver att de väljer, introducerar och stöttar elever i problemlösningsuppgifter i ämnet matematik. För att besvara detta har vi använt oss av en kvalitativ metod med semistrukturerade intervjuer.  I studien har vi tagit stöd av modellen Responsive Teaching through Problem Posing som ett teoretisk ramverk för att besvara studiens tre forskningsfrågor. Resultatet visar att lärare beskriver att de väljer problemlösningsuppgifter utifrån elevernas kunskapsnivå, intressen och vardag. Eleverna får då möjlighet att förknippa matematik till verkligheten. Lärare tar hänsyn till elevernas tidigare erfarenhet och vilka strategier de har kunskap om. Resultatet visar även att det råder delade meningar om huruvida strategier ska visas eller inte vid en introduktion av en problemlösningsuppgift och när eleverna har svårigheter med uppgiften. Lärare stöttar elever genom att placera dem i väl genomtänkta grupper. Eleverna får då möjlighet att ta del av varandras kunskaper. Slutsatsen är att flertalet lärare visar ofta strategier till elever vid genomgång och när elever inte förstår introduktionen. Detta bidrar till att eleverna inte får möjlighet att resonera och reflektera över sina strategier, vilket inte främjar deras problemlösningsförmåga. In this study, we examine how teachers in Grades F-3 describe that they choose, introduce, and support pupils in problem-solving tasks in the subject of mathematics. To answer this, we have used a qualitative method with semi-structured interviews. In the study, we have taken the support of the model Responsive Teaching through Problem Posing as a theoretical framework for answering the study's three research questions. The results show that teachers describe that they choose problem-solving tasks based on the pupil’s level of knowledge, interests, and everyday life. Pupils will then have the opportunity to associate mathematics with reality. Teachers consider pupils previous experience and what strategies they know about. The results turn out that there are divided opinions among the teachers about whether strategies should be shown or not when introducing a problem-solving task and when pupils have difficulties with the task. Teachers support pupils by placing them in well-thought-out groups. The pupils will then have the opportunity to take part in each other's knowledge. The conclusion is that the majority of teachers often show strategies to pupils when reviewing and when pupils do not understand the introduction. This contributes to pupils not having the opportunity to reason and reflect on their strategies, which does not promote their problem-solving skills

Children’s rights applied in teaching : A qualitative study about how primary school teachers teach about children’s rights in the subject social studies.

Syftet med denna studie är att få mer kunskap om hur lärare i F-3 kan arbeta systematiskt i ämnet samhällskunskap för att implementera och förankra Barnets rättigheter hos eleverna. Ansatsen är kvalitativ och våra teoretiska perspektiv är pragmatismen och sociokulturella med utgångspunkt John Dewey och Lev Vygotskij. Resultaten visar att det finns en stark vilja bland lärare att förmedla färdigheter till sina elever som rättighetsbärare. Slutsatsen är att det verkar finnas brist på stöd av material för att implementera och förankra Barnets rättigheter hos eleverna. Lärare verkar av den anledning undervisa utifrån erfarenhet och externa material och arbetar enbart med barnkonventionens artiklar vid tillfällen som FN-dagen och internationella barndagen.The purpose of this study is to gain more knowledge about how primary school teachers can work systematically with children's rights in the subject social studies to implement and anchor the Child’s rights in pupils. The approach is qualitative, and our theoretical perspectives are pragmatism and sociocultural based on John Dewey and Lev Vygotsky. The results show that there is a strong will among teachers to impart skills to their pupils as rights holders. The conclusion is that there seems to be a lack of support for materials to implement and anchor the Child’s rights in pupils. For this reason, teachers seem to teach based on their experience and external materials and only work with the articles of the convention on occasions such as UN-Day and International Children's Day

APACHE - Exploitation plan

This document is the Exploitation Plan of the APACHE project. Its purpose is to identify, describe and assesses the different exploitable results and foreground generated by the project. The APACHE project proposes a new framework to assess European ATM (air traffic management) performance based on simulation, optimization and performance assessment tools that will be able to capture the complex interdependencies between KPAs at different modelling scales. In this context, a new platform (the APACHE Framework) has been developed in the project, which is the result of the integration (and enhancement) of different existing tools previously developed by some of the APACHE consortium members. The importance of this report resides in the description of the exploitation of the project results, as they are the basis for future research. Each partner has provided its own exploitation intentions identifying exploitable services and all the exploitable results of the project, which are foreseen to be further developed in the future. Also, each partner has identified the research challenges from lessons learnt to take into account for their own research activities and services.Postprint (published version

APACHE - Exploitation plan

This document is the Exploitation Plan of the APACHE project. Its purpose is to identify, describe and assesses the different exploitable results and foreground generated by the project. The APACHE project proposes a new framework to assess European ATM (air traffic management) performance based on simulation, optimization and performance assessment tools that will be able to capture the complex interdependencies between KPAs at different modelling scales. In this context, a new platform (the APACHE Framework) has been developed in the project, which is the result of the integration (and enhancement) of different existing tools previously developed by some of the APACHE consortium members. The importance of this report resides in the description of the exploitation of the project results, as they are the basis for future research. Each partner has provided its own exploitation intentions identifying exploitable services and all the exploitable results of the project, which are foreseen to be further developed in the future. Also, each partner has identified the research challenges from lessons learnt to take into account for their own research activities and services

APACHE - Exploitation plan

This document is the Exploitation Plan of the APACHE project. Its purpose is to identify, describe and assesses the different exploitable results and foreground generated by the project. The APACHE project proposes a new framework to assess European ATM (air traffic management) performance based on simulation, optimization and performance assessment tools that will be able to capture the complex interdependencies between KPAs at different modelling scales. In this context, a new platform (the APACHE Framework) has been developed in the project, which is the result of the integration (and enhancement) of different existing tools previously developed by some of the APACHE consortium members. The importance of this report resides in the description of the exploitation of the project results, as they are the basis for future research. Each partner has provided its own exploitation intentions identifying exploitable services and all the exploitable results of the project, which are foreseen to be further developed in the future. Also, each partner has identified the research challenges from lessons learnt to take into account for their own research activities and services