Proceso de transformación de las concepciones del profesorado sobre la resolución de problemas matemáticos

The aim of this study is to analyze the transformation of Primary School teachers’ conceptions about mathematical problem solving. We performed a study with 18 teachers from three public schools: in each class (from 1º to 6º) there were two interventions, and we were interviewed teachers before and after them. The results have show identified changes in: 1) teacher’s expectations about students’ abilities; classroom management; perception of diversity; mathematical strategies used by students; communication in the classroom; causes of the problems encountered; and relevance process of problem solving in mathematics teaching. The transformation of teachers’ conceptions is due to the following factors: a) awareness of the practice; b) systematic reflection; c) the contrast between different ways to work solving problems in math class

Construindo o conhecimento através de projetos de trabalho: uma experiência no curso de química da universidade estadual de Santa Cruz

In this work, we describe a pedagogical experiment using work projects in chemistry undergraduate programs in general chemistry and inorganic chemistry courses making learning more dynamic and consolidating the link between students and the external community. We highlight as fundamental outcomes the improvement in the learning process and, above all, the active participation of the students in investigation and problem-solving activities.

¿Para qué sirven los problemas en la clase de matemáticas? = What is the use of problems in Mathematics lessons?

The results obtained in several yield tests, at an international level (mainly the famous PISA 2003 report, by the OCDE), have raised a multiplicity of performances in order to improve the students' yield regarding problem solving. In this article we set a clear guideline on how problems should be used in Mathematics lessons, not for obtaining better scores in the yield tests but for improving the development of Mathematical thinking in students. From this perspective, the author analyses, through eight reflections, how the concept of problem, transmitted both in the school and from society, influences the students

Variables cognitivas y metacognitivas en la resolución de problemas de química: propuesta de estrategias didácticas

This paper presents and classifies the cognitive and metacognitive variables involved in the processes that students execute in problem solving. Moreover, it shows how these variables affect the students success in problem solving. These variables are classified in: piagetian and neo-piagetian, representational, metacognitive and transfer of learning. In the first group of variables it is discussed formal reasoning ability and other neo-piagetian factors. In the second group of variables it is analysed mental models and external representations. Implications for chemistry education are collected as a proposal of didactic strategies in the classroom.

Development of Collaborative Product Structure Management

The purpose of this thesis is to develop an environment or network that enables effective collaborative product structure management among stakeholders in each unit, throughout the entire product lifecycle and product data management. This thesis uses framework models as an approach to the problem. Framework model methods for development of collaborative product structure management are proposed in this study, there are three unique models depicted to support collaborative product structure management: organization model, process model and product model. In the organization model, the formation of product data management system (eDSTAT) key user network is specified. In the process model, development is based on the case company’s product development matrix. In the product model framework, product model management, product knowledge management and design knowledge management are defined as development tools and collaboration is based on web-based product structure management. Collaborative management is executed using all these approaches. A case study from an actual project at the case company is presented as an implementation; this is to verify the models’ applicability. A computer assisted design tool and the web-based product structure manager, have been used as tools of this collaboration with the support of the key user. The current PDM system, eDSTAT, is used as a piloting case for key user role. The result of this development is that the role of key user as a collaboration channel is defined and established. The key user is able to provide one on one support for the elevator projects. Also the management activities are improved through the application of process workflow by following criteria for each project milestone. The development shows effectiveness of product structure management in product lifecycle, improved production process by eliminating barriers (e.g. improvement of two-way communication) during design phase and production phase. The key user role is applicable on a global scale in the company.

Hållpunkter för lärande : småbarns möten

Developed from human activities, mathematical knowledge is bound to the world and cultures that men and women experience. One can say that mathematics is rooted in humans’ everyday life, an environment where people reach agreement regarding certain “laws” and principles in mathematics. Through interaction with worldly phenomena and people, children will always gain experience that they can then in turn use to understand future situations. Consequently, the environment in which a child grows up plays an important role in what that child experiences and what possibilities for learning that child has. Variation theory, a branch of phenomenographical research, defines human learning as changes in understanding and acting towards a specific phenomenon. Variation theory implies a focus on that which it is possible to learn in a specific learning situation, since only a limited number of critical aspects of a phenomenon can be simultaneously discerned and focused on. The aim of this study is to discern how toddlers experience and learn mathematics in a daycare environment. The study focuses on what toddlers experience, how their learning experience is formed, and how toddlers use their understanding to master their environment. Twenty-three children were observed videographically during everyday activities. The videographic methodology aims to describe and interpret human actions in natural settings. The children are aged from 1 year, 1 month to 3 years, 9 months. Descriptions of the toddlers’ actions and communication with other children and adults are analyzed phenomenographically in order to discover how the children come to understand the different aspects of mathematics they encounter. The study’s analysis reveals that toddlers encounter various mathematical concepts, similarities and differences, and the relationship between parts and whole. Children form their understanding of such aspects in interaction with other children and adults in their everyday life. The results also show that for a certain type of learning to occur, some critical conditions must exist. Variation, simultaneity, reasonableness and fixed points are critical conditions of learning that appear to be important for toddlers’ learning. These four critical conditions are integral parts of the learning process. How children understand mathematics influences how they use mathematics as a tool to master their surrounding world. The results of the study’s analysis of how children use their understanding of mathematics shows that children use mathematics to uphold societal rules, to describe their surrounding world, and as a tool for problem solving. Accordingly, mathematics can be considered a very important phenomenon that children should come into contact with in different ways and which needs to be recognized as a necessary part of children’s everyday life. Adults working with young children play an important role in setting perimeters for children’s experiences and possibilities to explore mathematical concepts and phenomena. Therefore, this study is significant as regards understanding how children learn mathematics through everyday activities.

Yrityspelin Kehittäminen Ongelmalähtöisen Oppimisen Välineeksi

Työn tavoitteena on luoda poikkileikkaus ongelmalähtöiseen pedagogiikkaan ja erityisesti sen käyttömahdollisuuksiin Yrityspeli-kurssin opettamisessa oppimislähtöisen opetustavan tukena. Toisena tavoitteena on kurssin pelisovelluksen dokumentointi käyttökelpoiseksi viiteteokseksi. Lopuksi työssä tutkitaan sovelluksen keskeisten parametrien ja pelistrategioiden vaikutusta kysyntään. Ongelmalähtöistä oppimista on tutkittu lähinnä kirjallisuuteen perustuen ja täydennetty tietämystä haastattelututkimuksella. Sovelluksen rakenne on havainnoitu käyttämällä sovellusta. Sovelluksen kriittisiä ominaisuuksia on saatu selville ajamalla sovellusta tarkoitusta varten valikoidulla numeerisella aineistolla. Ongelmalähtöinen pedagogiikka osoittautui soveltuvin osin hyväksi opetusmenetelmäksi Yrityspeli-kurssilla mallintamisen ja käytännön ongelmanratkaisutaitojen kehittämisessä. Kurssin pelisovellus näyttäisi toimivan luotettavasti, tosin se ei ole rakenteeltaan erityisen joustava. Sovelluksen keskeisistä parametreista hinnan vaikutus kysyntään on huomattavasti markkinointipanosta suurempi. Testien mukaan pelissä on mahdollista pärjätä niin kustannusjohtajan kuin hintadifferoijankin strategialla.

Determination of slurry’s viscosity using case based reasoning approach

Case-based reasoning (CBR) is a recent approach to problem solving and learning that has got a lot of attention over the last years. In this work, the CBR methodology is used to reduce the time and amount of resources spent on carry out experiments to determine the viscosity of the new slurry. The aim of this work is: to develop a CBR system to support the decision making process about the type of slurries behavior, to collect a sufficient volume of qualitative data for case base, and to calculate the viscosity of the Newtonian slurries. Firstly in this paper, the literature review about the types of fluid flow, Newtonian and non-Newtonian slurries is presented. Some physical properties of the suspensions are also considered. The second part of the literature review provides an overview of the case-based reasoning field. Different models and stages of CBR cycles, benefits and disadvantages of this methodology are considered subsequently. Brief review of the CBS tools is also given in this work. Finally, some results of work and opportunities for system modernization are presented. To develop a decision support system for slurry viscosity determination, software application MS Office Excel was used. Designed system consists of three parts: workspace, the case base, and section for calculating the viscosity of Newtonian slurries. First and second sections are supposed to work with Newtonian and Bingham fluids. In the last section, apparent viscosity can be calculated for Newtonian slurries.

Tietotyöntekijöiden osaamisen mittaaminen

Tietotyötä ja tietotyöntekijöitä on tutkittu jo monta vuosikymmentä, mutta siitä huolimatta nämä määritelmät ovat edelleen vailla tieteellisessä käytännössä vakiintunutta sisältöä. Voitaneen kuitenkin sanoa, että nykypäivän työstä yhä suurempi osuus on luokiteltavissa tietotyöksi. Tietotyöntekijöille puolestaan on keskeistä oman osaamisen myyminen työmarkkinoilla. Tästä huolimatta tietotyöntekijöiden osaaminen on tieteellisessä tutkimuksessa jäänyt melko vähäiselle huomiolle. Tässä tutkimuksessa tavoitteena on selvittää, millainen osaaminen on keskeistä kaikille tietotyöntekijöille. Tämän lisäksi tarkasteltiin myös sitä, miten näitä keskeisiä osaamisalueita voidaan mitata osaamiskartoituksen, inhimillisen pääoman tai henkilöstötilinpäätöksen avulla. Tutkimus suoritettiin laadullisena tutkimuksena ja hyödyntäen lähinnä grounded theory –menetelmää. Tutkimusaineisto kerättiin tietotyöntekijöiden puolistrukturoidulla haastattelulla sekä rekrytoinnin ammattilaisille suunnatulla lomakekyselyllä, joka toteutettiin internetin välityksellä. Erityisen keskeisinä tietotyöntekijöille voidaan pitää yleisemmän tason osaamisia, kuten esimerkiksi sosiaalisia taitoja tai ongelmanratkaisukykyä. Huomattava merkitys on myös persoonaan liittyvillä ominaisuuksilla, motivaatiolla ja asenteella. Mittaamisen suhteen nämä ovat haastavia, sillä niiden toteaminen ei ole samalla tavalla yksinkertaista kuin ammattispesifin osaamisen havaitseminen. Nämä ominaisuudet ovat kuitenkin siinä määrin keskeisiä tietotyöntekijöiden työsuorituksille, että niitä ei tulisi sivuuttaa liian vaikeina.

Search and Paper SKU Analysis of Recipes Meeting EUPS Standard

The theoretical research of the study concentrated on finding theoretical frameworks to optimize the amount of needed stock keeping units (SKUs) in manufacturing industry. The goal was to find ways for a company to acquire an optimal collection of stock keeping units needed for manufacturing needed amount of end products. The research follows constructive research approach leaning towards practical problem solving. In the empirical part of this study, a recipe search tool was developed to an existing database used in the target company. The purpose of the tools was to find all the recipes meeting the EUPS performance standard and put the recipes in a ranking order using the data available in the database. The ranking of the recipes was formed from the combination of the performance measures and price of the recipes. In addition, the tool researched what kind of paper SKUs were needed to manufacture the best performing recipes. The tool developed during this process meets the requirements. It eases and makes it much faster to search for all the recipes meeting the EUPS standard. Furthermore, many future development possibilities for the tool were discovered while writing the thesis.

Conceptions of mathematics teacher education : thoughts among teacher educators in Tanzania

This study addresses the question of teacher educators’ conceptions of mathematics teacher education (MTE) in teacher colleges in Tanzania, and their thoughts on how to further develop it. The tension between exponents of content as opposed to pedagogy has continued to cause challenging conceptual differences, which also influences what teacher educators conceive as desirable in the development of this domain. This tension is connected to the dissatisfaction of parents and teachers with the failure of school mathematics. From this point of view, the overall aim was to identify and describe teacher educators’ various conceptions of MTE. Inspired by the debate among teacher educators about what the balance should be between subject matter and pedagogical knowledge, it was important to look at the theoretical faces of MTE. The theoretical background involved the review of what is visible in MTE, what is yet to be known and the challenges within the practice. This task revealed meanings, perspectives in MTE, professional development and assessment. To do this, two questions were asked, to which no clear solutions satisfactorily existed. The questions to guide the investigation were, firstly, what are teacher educators’ conceptions of MTE, and secondly, what are teacher educators’ thoughts on the development of MTE? The two questions led to the choice of phenomenography as the methodological approach. Against the guiding questions, 27 mathematics teacher educators were interviewed in relation to the first question, while 32 responded to an open-ended questionnaire regarding question two. The interview statements as well as the questionnaire responses were coded and analysed (classified). The process of classification generated patterns of qualitatively different ways of seeing MTE. The results indicate that MTE is conceived as a process of learning through investigation, fostering inspiration, an approach to learning with an emphasis on problem solving, and a focus on pedagogical knowledge and skills in the process of teaching and learning. In addition, the teaching and learning of mathematics is seen as subject didactics with a focus on subject matter and as an organized integration of subject matter, pedagogical knowledge and some school practice; and also as academic content knowledge in which assessment is inherent. The respondents also saw the need to build learner-educator relationships. Finally, they emphasized taking advantage of teacher educators’ neighbourhood learning groups, networking and collaboration as sustainable knowledge and skills sharing strategies in professional development. Regarding desirable development, teacher educators’ thoughts emphasised enhancing pedagogical knowledge and subject matter, and to be determined by them as opposed to conventional top-down seminars and workshops. This study has revealed various conceptions and thoughts about MTE based on teacher educators´ diverse history of professional development in mathematics. It has been reasonably substantiated that some teacher educators teach school mathematics in the name of MTE, hardly distinguishing between the role and purpose of the two in developing a mathematics teacher. What teacher educators conceive as MTE and what they do regarding the education of teachers of mathematics revealed variations in terms of seeing the phenomenon of interest. Within limits, desirable thoughts shed light on solutions to phobias, and in the same way low self-esteem and stigmatization call for the building of teacher educator-student teacher relationships.

Ongelmien ratkaisun rooli asiakastyytyväisyyden hallinnassa b2b-kontekstissa

Tutkielman tarkoituksena oli tutkia ongelmien ratkaisun roolia asiakastyytyväisyyden hallinnassa b2b-kontekstissa. Työn tavoitteena oli tutkia asiakkaan ongelmien ratkaisun ja asiakastyytyväisyyden välistä yhteyttä sekä tunnistaa tekijät, jotka vaikuttavat asiakkaan ongelmien ratkaisuun. Asiakastyytyväisyys on osa asiakaskokemusta. Tietyt asiakastyytyväisyyden piirteet ovat yhteisiä sekä b2b- että b2c-kontekstille, mutta ensin mainitulle on myös pelkästään sille ominaisia piirteitä. Ongelmien ratkaiseminen vaikuttaa yleisesti asiakastyytyväisyyteen ja sen merkitys on huomattava. Näihin aiheisiin liittyvää kirjallisuutta on työssä esitelty laajasti. Tutkimusmenetelmänä oli laadullinen tapaustutkimus, jossa havaittiin, että ongelmien ratkaiseminen vaikuttaa asiakastyytyväisyyteen voimakkaasti b2b-kontekstissa. Lisäksi löydettiin muutamia keinoja tunnistaa tyytyväisyyden kannalta tärkeitä tapauksia sekä suuri joukko toimia, joilla yritykset voivat kehittää ongelmien ratkaisemista asiakastyytyväisyyttä turvaavalla tavalla.

The nature of communication structures of university students in an international web-based computer-supported collaborative learning (CSCL) course

Communication, the flow of ideas and information between individuals in a social context, is the heart of educational experience. Constructivism and constructivist theories form the foundation for the collaborative learning processes of creating and sharing meaning in online educational contexts. The Learning and Collaboration in Technology-enhanced Contexts (LeCoTec) course comprised of 66 participants drawn from four European universities (Oulu, Turku, Ghent and Ramon Llull). These participants were split into 15 groups with the express aim of learning about computer-supported collaborative learning (CSCL). The Community of Inquiry model (social, cognitive and teaching presences) provided the content and tools for learning and researching the collaborative interactions in this environment. The sampled comments from the collaborative phase were collected and analyzed at chain-level and group-level, with the aim of identifying the various message types that sustained high learning outcomes. Furthermore, the Social Network Analysis helped to view the density of whole group interactions, as well as the popular and active members within the highly collaborating groups. It was observed that long chains occur in groups having high quality outcomes. These chains were also characterized by Social, Interactivity, Administrative and Content comment-types. In addition, high outcomes were realized from the high interactive cases and high-density groups. In low interactive groups, commenting patterned around the one or two central group members. In conclusion, future online environments should support high-order learning and develop greater metacognition and self-regulation. Moreover, such an environment, with a wide variety of problem solving tools, would enhance interactivity.

Kuka luottaa ja mihin strategisessa kumppanuudessa? Case pankki ja kiinteistönvälitys

Tässä tutkielmassa tarkastellaan luottamuksen roolia kahden yrityksen välisessä yhteistyössä sekä sitä miten luottamus yhteistyössä rakentuu. Tavoitteena on selvittää mihin luottamus yhteistyössä kohdistuu ja mikä on henkilöityvän ja ei-henkilöityvän luottamuksen rooli. Tutkimuksen käytännöllinen tavoite on löytää keinoja, joilla yritysten johto voisi edesauttaa luottamuksen rakentumista. Lisäksi tarkastellaan sitä näyttääkö luottamuksella olevan vaikutusta yhteistyön toimivuuteen ja tuloksellisuuteen. Tämä laadullisen tutkimuksen teoreettinen osuus toteutettiin kirjallisuus-katsauksena. Empiirinen aineisto koostui haastatteluista, jotka toteutettiin molemmissa kohdeyrityksissä ja analysoitiin. Tutkimuksen tuloksena voidaan todeta, että luottamus on toimivan ja tu-loksellisen yhteistyön perusedellytys. Luottamus ilmenee sekä henkilöiden välisenä luottamuksena että ei-henkilöityvänä luottamuksena, jolloin se kohdistuu yritykseen, jonka kanssa yhteistyötä tehdään. Luottamus kohdistuu sekä toisen osapuolen kyvykkyyteen että hyväntahtoisuuteen. Tulosten perusteella ei pysty sanomaan onko henkilöityvällä luottamuksella tai ei-henkilöityvällä luottamuksella suurempi vaikutus yhteistyön toimivuuteen ja tuloksellisuuteen. Henkilöityvä luottamus ja ei-henkilöityvä luottamus eivät kuitenkaan kompensoi toisiaan. Tulosten perusteella näyttää siltä, että yhteistyö on tuloksellisinta kun osapuolet luottavat paitsi henkilöihin, joiden kanssa he yhteistyötä tekevät, myös kumppaniyrityksen brändiin, strategiaan sekä kaupalliseen kilpailukykyyn. Luottamusta rakentaa haastateltujen mukaan henkilösuhteiden lisäksi avoin ja selkeä tiedottaminen, ammattitaito, vuorovaikutus ja säännöllinen yhteydenpito, hyvät kokemukset ja saatu palaute, positiivinen asenne ja sitoutuminen, ongelmanratkaisukyky ja lupausten pitäminen. Yritysten johto voi rakentaa luottamusta mahdollistamalla ja vahvistamalla edellä mainittuja tekijöitä ja prosesseja.

Building organizational creativity – a multitheory and multilevel approach for understanding and stimulating organizational creativity

Organizational creativity is increasingly important for organizations aiming to survive and thrive in complex and unexpectedly changing environments. It is precondition of innovation and a driver of an organization’s performance success. Whereas innovation research increasingly promotes high-involvement and participatory innovation, the models of organizational creativity are still mainly based on an individual-creativity view. Likewise, the definitions of organizational creativity and innovation are somewhat equal, and they are used as interchangeable constructs, while on the other hand they are seen as different constructs. Creativity is seen as generation of novel and useful ideas, whereas innovation is seen as the implementation of these ideas. The research streams of innovation and organizational creativity seem to be advancing somewhat separately, although together they could provide many synergy advantages. Thereby, this study addresses three main research gaps. First, as the knowledge and knowing is being increasingly expertized and distributed in organizations, the conceptualization of organizational creativity needs to face that perspective, rather than relying on the individual-creativity view. Thus, the conceptualization of organizational creativity needs clarification, especially as an organizational-level phenomenon (i.e., creativity by an organization). Second, approaches to consciously build organizational creativity to increase the capacity of an organization to demonstrate novelty in its knowledgeable actions are rare. The current creativity techniques are mainly based on individual-creativity views, and they mainly focus on the occasional problem-solving cases among a limited number of individuals, whereas, the development of collective creativity and creativity by the organization lacks approaches. Third, in terms of organizational creativity as a collective phenomenon, the engagement, contributions, and participation of organizational members into activities of common meaning creation are more important than the individualcreativity skills. Therefore, the development approaches to foster creativity as social, emerging, embodied, and collective creativity are needed to complement the current creativity techniques. To address these gaps, the study takes a multiparadigm perspective to face the following three objectives. The first objective of this study is to clarify and extend the conceptualization of organizational creativity. The second is to study the development of organizational creativity. The third is to explore how an improvisational theater based approach fosters organizational creativity. The study consists of two parts comprising the introductory part (part I) and six publications (part II). Each publication addresses the research questions of the thesis through detailed subquestions. The study makes three main contributions to the research of organizational creativity. First, it contributes toward the conceptualization of organizational creativity by extending the current view of organizational creativity. This study views organizational creativity as a multilevel construct constituting both of individual and collective (group and organizational) creativity. In contrast to current views of organizational creativity, this study bases on organizational (collective) knowledge that is based on and demonstrated through the knowledgeable actions of an organization as a whole. The study defines organizational creativity as an overall ability of an organization to demonstrate novelty in its knowledgeable actions (through what it does and how it does what it does).Second, this study contributes toward the development of organizational creativity as multi-level phenomena, introducing developmental approaches that face two or more of these levels simultaneously. More specifically, the study presents the cross-level approaches to building organizational creativity, by using an approach based in improvisational theater and considering assessment of organizational renewal capability. Third, the study contributes on development of organizational creativity using an improvisational theater based approach as twofold meaning. First, it fosters individual and collective creativity simultaneously and builds space for creativity to occur. Second, it models collective and distributed creativity processes, thereby, contributing to the conceptualization of organizational creativity.