Syftet med den här litteraturstudien är att analysera forskning om samband mellan matematik och estetiska ämnen, närmare bestämt hur estetiska ämnen kan integreras i matematikundervisningen och hur det påverkar elevers kunskap och motivation i matematik. Examensarbetet som riktar sig mot lärare och blivande lärare är en forskningskonsumtion som enbart innefattar internationell forskning hittad via databaser så som ERIC. Internationella undersökningar till exempel PISA som genomförs bland 15-åringar var tredje år visar att svenska elevers matematikkunskap försämrats. Det ger anledning till att fundera över hur undervisningen kan förbättras. Litteraturstudien undersöker huruvida estetiska lärprocesser kan hjälpa elevers matematikinlärning. Resultatet visar att estetiska lärprocesser integrerat i matematikundervisningen motiverar och ökar elevernas kunskapsförmåga.

In this thesis I researched as a student, teacher, educational mentor, researcher and evaluator investigating the effects and functions of feelings in learning. Feelings were defined as physical and mental sensations. Four data strands contributed to a new learning theory developed over eight years. Using collaborative methods I asked the guiding question; “What is the relationship between feelings, thinking and learning?” including an appropriate subsidiary question in each strand. My first aim was to find causes for disaffected student behaviour. While home-tutoring I asked the question; "Emotional blocks: what do they tell us about the learning process?" The resulting narratives revealed complex ecological factors of which I was previously unaware (Bronfenbrenner, 1979; Inquiry Strand 1: Tutoring 12 school refusers). These were analysed thematically. In the second strand I asked; “How do feelings affect my learning and teaching?” resolving learning problems and developing professional insight. (Inquiry Strand 2: The author's learning process). The third strand compared other teachers’ experiences asking; “How do feelings affect other teachers’ learning and teaching?” (Inquiry Strand 3: Mentoring 8 teachers as learners). The fourth strand explored the theory’s potential to inform professional practice (Inquiry Strand 4: Evaluating a primary school arts festival: observations of feeling based learning in action). Strands 2, 3 and 4 were also thematically analysed and included a framework of positive ‘emotionally linked’ learning behaviours as additional themes. The latter were derived from Claxton’s Effective Learning Profile (2002). In this Resilience is associated with absorption, managing distractions, noticing, perseverance; Resourcefulness with questioning, making links, imagining, reasoning; Reflectiveness with planning, revising, distilling, meta-learning and Reciprocity with interdependence, collaboration, empathy, listening and imitation. My fifth aim of sharing findings with others was undertaken throughout the research. My theory developed through reading, self reflection, writing and working with those who participated as colleagues and students (Wenger 2002). The findings make a contribution to knowledge, which evidences the claim that in education feelings may usefully be considered as legitimate thoughts.

Made available in DSpace on 2015-03-05T18:58:03Z (GMT). No. of bitstreams: 0 Previous issue date: 23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente dissertação tem por objetivo caracterizar e avaliar os processos de aprendizado, que conduzem ao fortalecimento da capacidade de inovação e cooperação das empresas do segmento vinícola localizado na Serra gaúcha. Ancorado no conceito de Arranjos Produtivos Locais (APLs), buscou-se inicialmente realizar uma caracterização do arranjo vitivinícola, expandindo a análise para além da cadeia produtiva da uva e do vinho, com especial atenção aos aspectos históricos e institucionais que conduziram ao desenvolvimento desse arranjo. Mapearam-se as principais relações de cooperação, buscando qualificar os relacionamentos que se estabelecem entre as firmas, e destas com as demais organizações. Por meio de um levantamento de dados empíricos, coube analisar os processos de aprendizagem enquanto raízes das inovações e da cooperação dentro do Arranjo. / This work aims to characterize and evaluate the learning processes that lead to strengthening the capacity of innovation and cooperation of the business segment winery located in the Serra Gaucho. Anchored in the concept of Local Productive Arrangements (LPAs), we sought initially to characterize the arrangement wine, expanding the analysis beyond the production chain of the grape and wine, with special attention to historical and institutional development that led to this arrangement. They mapped out the main relations of cooperation, seeking to qualify the relationships established between firms, and with those in other organizations. Through a survey of empirical data, it fell to analyze the processes of learning as roots of innovation and cooperation within the arrangement.

Este estudo versa sobre a temática da inovação em Arranjos Produtivos Locais (APLs) de erva-mate no sul do Brasil. Trata-se de um setor relevante no cenário econômico de diversos municípios dos estados do Rio Grande do Sul, Santa Catarina e Paraná e que vem apresentando mudanças com acirramento da competitividade no mercado. Estas mudanças têm estimulado o desenvolvimento de inovações no setor, definindo a seguinte problemática: quais os processos de aprendizado, tipos de conhecimento e relações de interação presentes nos arranjos produtivos de erva-mate no sul do Brasil, e como influenciam na dinâmica inovativa destes arranjos? Para responder este problema de pesquisa, o objetivo deste trabalho consiste em compreender a dinâmica inovativa de arranjos produtivos locais de erva-mate no sul do Brasil, a partir dos processos de aprendizado, tipos de conhecimento e relações de interação estabelecidas. Como embasamento teórico utilizou-se da corrente evolucionária que entende a inovação como um processo interativo, com a contribuição de vários agentes econômicos e sociais, discutindo a importância da dimensão local para a análise, bem como a influência dos processos de aprendizado, tipo de conhecimento e relações estabelecidas na dinâmica inovativa dos arranjos produtivos estudados. Na abrangência deste estudo, foram definidos dois arranjos produtivos, compreendendo os municípios de Ilópolis, Arvorezinha e Putinga, no Rio Grande do Sul (arranjo produtivo RS), e outro que abrangeu os municípios de São Mateus e Cruz Machado, no Paraná, e Canoinhas, no estado de Santa Catarina (arranjo PR e SC). Para atingir o objetivo proposto houve duas etapas de campo neste trabalho. No estudo exploratório, foram entrevistados, através de um roteiro de perguntas abertas, nove informantes-chave do setor ervateiro nos três estados do Sul do Brasil. A segunda etapa de campo envolveu a coleta de dados em 22 organizações processadoras de erva-mate, através de questionários com perguntas abertas e fechadas, e a entrevista de 13 agentes locais. Os resultados demonstram a importância histórica da produção de erva-mate nestes arranjos produtivos, desenvolvida por agricultores familiares e organizações processadoras de erva-mate de pequeno porte. Estas organizações, através das relações de interação estabelecidas com fontes de informação externas à organização, promovem o desenvolvimento das inovações neste setor. De modo geral, foi possível compreender que a dinâmica inovativa nos arranjos produtivos estudados, respeitando as suas especificidades, é influenciada principalmente pelo processo de aprendizado por interação, através do estabelecimento de relações entre agentes locais e o compartilhamento do conhecimento tácito dos mesmos. Mesmo apresentando configurações próprias, a proximidade entre os agentes dos dois arranjos estudados facilita o estabelecimento de relações, o que resulta em uma dinâmica inovativa semelhante, através dos mesmos processos de aprendizado e tipos de conhecimento. Contribuindo para o surgimento de inovações, ressalta-se a importância das informações difundidas por fornecedores de equipamentos, varejo, produtores e consumidores. / This study deals with the theme of innovation in Local Productive Arrangements (LPAs) of yerba mate in southern Brazil. It is an important sector in the economic scenario of several municipalities in the states of Rio Grande do Sul, Santa Catarina and Paraná and has shown changes with the intensification in the competitiveness of the market. These changes have stimulated the development of innovations in the industry, setting the following issues: what are the learning processes, types of knowledge and interaction relationships present in productive arrangements of yerba mate in southern Brazil, and how they influence the innovative dynamics of these arrangements? To answer this research problem, the aim of this study is to understand the innovative dynamics of local yerba mate productive arrangements in southern Brazil, from learning processes, types of knowledge and established interactive relationships. As theoretical basis used, the evolutionary chain that understands innovation as an interactive process, with the contribution of various economic and social agents, discussing the importance of the local dimension to the analysis, as well as the influence of the learning process, kind of knowledge and relations established in innovative dynamics of the productive arrangements studied. The scope of this study, two productive arrangements were defined, comprising the Ilópolis, Arvorezinha and Putinga cities in Rio Grande do Sul state (productive arrangement RS) the other covering São Mateus and Cruz Machado cities, Parana state, and Canoinhas city, in Santa Catarina state (arrangement PR and SC). To achieve the proposed objective there were two field steps in this work. In the exploratory study were interviewed, through a script of open questions, nine key-informants of this sector in the three southern Brazilian states. The second field stage involved collecting data in 22 organizations processing of yerba mate, through questionnaires with open and closed questions, and the interview of 13 local agents. The results demonstrate the historical importance of yerba mate production in these productive arrangements, developed by family farmers and small processors of yerba mate. These organizations, through the interaction of relationships with external sources of information to the organization and especially the internal arrangement, promote the development of innovations in this sector. Overall, it was possible to understand that the dynamics in innovative productive arrangements studied, respecting their specificities, it is mainly influenced by the learning process interaction, through the establishment of relations between local actors and the sharing of tacit knowledge thereof. Even with own settings, the proximity between the agents of the two studied arrangements facilitates the establishment of relationships, which results in a similar innovative dynamics, through the same learning processes and types of knowledge. Contributing to the emergence of innovations, it emphasizes the importance of the information disseminated by equipment suppliers, retailers, producers and consumers.

Neste trabalho discutimos três estudos de caso com o objetivo de investigar empiricamente a modelagem como ferramenta de estudo no desenvolvimento musical e pianístico de alunos do Bacharelado em Instrumento/Piano da UFRGS. Durante a pesquisa, cada um dos três participantes foi instruído a ouvir atentamente uma gravação de pianista de renome internacional como modelo a ser seguido. Na etapa da coleta de dados, os participantes realizaram três gravações de dois trechos contrastantes de uma obra do seu repertório e gravaram cinco entrevistas semiestruturadas. A análise dos dados baseou-se nos relatos sobre as preocupações referentes aos trechos escolhidos, nas reflexões sobre os efeitos da modelagem, na observação das características de suas interpretações após a modelagem e na análise do andamento e da condução do tempo musical. Para isso, utilizamos o software Sonic Visualiser. A análise de dados juntamente com o conjunto de entrevistas individuais comprovam nossa hipótese de que a modelagem incrementa e amplia os recursos expressivos dos participantes, incentiva a autonomia e individualidade de suas interpretações e potencializa a audição crítica e a reflexão sobre processos de estudo. / This research presents three case studies aiming at empirically investigating modeling as a learning tool for the musical and pianistic development of undergraduate students. Each one of the three students was instructed to critically listen to the recording of a famous pianist as a model to be followed. Data collection combined three recording sessions of two contrasting excerpts already in the students repertoire and five semi- structured interviews. The analysis of the resulting data was based on individual reports concerning the selected musical segments as well as their reflection on learning processes in relation to the model, observations of interpretive characteristics after the modeling and analysis of timing and choices of musical tempo. The chosen software was Sonic Visualiser. Data analysis in combination with the sets of individual interviews confirmed our initial hypothesis that modeling increases and widens the their interpretations, potentiates critical listening and promotes reflection on learning processes.

This thesis is placed in the context of the ongoing debate on the issue whether second language acquisition occurs on the basis of innate language-specific learning mechanisms or general learning mechanisms. The author shares the view of scholars who propose that an innate knowledge base underlying first language acquisition does not extend to second language acquisition due to the lack of uniform success in the acquisition of native speaker competence, the possibility of fossilisation and the facilitative potential of form-focused instruction. It is, thus, assumed that the sequential second language acquisition process can be accounted for by general learning mechanisms. The key to these learning mechanisms is, firstly, the investigation of the nature of the knowledge underlying the grammatical encoding procedures for speech production in the context of M. Pienemann’s (1998a) Processability Theory and, secondly, the investigation of the nature of its acquisition process. Pienemann’s Processability Theory explains and predicts the sequential acquisition process of a second language as the result of the hierarchically ordered development of the processing procedures of the grammatical processor to grammatically encode conceptual information. It shares with Levelt’s (1989) theory of speech production the assumptions concerning the nature of the knowledge underlying the grammatical encoding procedures, which require further investigations for verification. Since the Processability Theory does not specify how the assumed knowledge underlying grammatical encoding is acquired, an investigation of the nature of its acquisition process is necessary. This investigation highlights the interdependence between the nature of the knowledge to be acquired and the nature of its acquisition process by demonstrating that the knowledge underlying grammatical encoding is predominantly implicit and, consequently, determines the implicit nature of its acquisition process. Such implicit knowledge is dissociated from explicit knowledge, which determines the explicit nature of its acquisition process. This investigation also demonstrates that explicit grammar teaching and practice in the context of the manipulation of the learners’ attentional orientation mediated by alertness may contribute to the implicit learning process under certain conditions. In conjunction with the provision of guidance by the Processability Theory in regard to the achievement of instructional focus and the independent finding that comprehensible input is needed in order for second language acquisition to occur, these results constitute the basis for the formulation of detailed instructional measures for the effective organisation of the sequential second language acquisition process. These measures are exemplified by their implementation for the initial stages of the acquisition of German as a second language. / PhD Doctorate

The aim of this thesis is to investigate the processes through which mathematical and gendered subjectivity is constituted, reconstituted and maintained in different situations during Early Childhood Teacher Education (ECE). In three research articles it is investigated how student teachers’ subjectivity constitutions are expressed, formulated and reformulated in different discursive and material practices. With the support of feminist poststructural theories, student teachers’ subjectification processes are investigated in relation to the subject of mathematics, gender, different learning and teaching discourses, materials and environments. During the course of the work a theoretical transit is carried out: from Judith Butler’s theories (1990, 1993 and 1997) to Karen Barad’s (2007, 2008) theoretical territory. The empirical data was collected from three cohorts (2005-2007) of a ten-week long mathematics course included in a one-year ECE course called Investigative Pedagogy – Dialogue Reggio Emilia. Examples of the data include memory stories written by student teachers, pedagogical documentation from different mathematics projects, field notes from action research studies in ECE education, survey results and students’ reports. Methodologically, in relation to the first and second articles the thesis works with feminist discourse analysis, deconstructive and performative methodology and in relation to the third article with diffractive and intra-active methodology. The results show examples of how student teachers constitute mathematical subjectivity through complex networks of social relations, learning discourses, gender, material practices, time, space and place. Taking part in alternative, aesthetic interdisciplinary learning practices changes the understanding of student teachers’ mathematical subjectivity, although not always in predictable or uncomplicated ways. In the shift from a discursive and performative way of understanding mathematical subjectivity to an agentic realistic one, the understanding of mathematical subjectivity is widened to include things, materials and environments. This shift implies a decisive meaning for how pedagogical practices can be viewed and, in the long run, how mathematics didactics can be approached for student teachers and young children alike. / At the time of the doctoral defense, the following papers were unpublished  and had a status as follows: Paper 1: In press. Paper 3: Submitted.

<p>This work focuses on collaborative learning and how it canbe applied and supported in distance education. Previous workindi-cates that distance learners experience more loneliness,technical problems and lack of stimulation than face-to-facelearners do. Collaboration with peers may improve the feelingof connectedness and engagement. However, collaborativelearning is not the answer to all problems in distanceeducation--and it creates new problems. The present workexplores problems, opportunities and processes whencollaborative learning is introduced in distance education--andsuggests solutions.</p><p>Related research on distance education andcomputer-supported collaborative learning is reviewed andrelated to own research. The different roles of information andcommunication technology in these areas are described.</p><p>Six own research papers are reviewed and integrated. Threeof them explore university courses on computer use in society.Learners interacted mainly through a forum system, i.e. asystem for text-based, asynchronous electronic conferences anddiscussions. The special character offorum communication hadan impact on communication and collaboration processes. Onepaper summarizes these results and deduces a first list of tipsto teachers and systems designers, aiming to reduce problemsand take advantage of collabo-rative-learningopportunities.</p><p>One paper, a report to the Swedish School Board, provides anoverview of research on distance education, withrecommendations for use in secondary schools.</p><p>To get a broader picture of distance-education learners andtheir special situation and interests, a study was conducted inAustralia. Most of the learners were secondary-school students,living far away from towns. Communication was normallyrestricted to mail, radio and telephone. Opportunities forcollaboration between peers were rare, and correspondencetraditions and the lack of technological infrastructure weredelaying changes. However, a development towards morecollaborative learning had started.</p><p>Empirical data were gathered ethnographically in naturalcourse settings. Results were analysed using 'activity theory'as a framework.</p><p>The main contribution of this work is a description of howthree groups of learning processes develop and interact: (a) ofcontent, (b) of communication, and (c) of collaboration. Theyform the spiralling model of a<b>"Triple Helix"</b>. Finally, detailed advice is given aschecklists to organisations, teachers, learners and systemdesigners.</p><p><b>Keywords:</b>Distance education, Collaborative learning,Computer-supported collaborative learning, Information andcommuni-cation technology, ICT, Forum system, Learningprocesses.</p>

In recent years, distance courses combining online studies with physical meetings on campus have become increasingly common as an alternative to regular campus courses, even in vocational training programs with extensive practical skills components. This thesis is focused on the implementation of distance firefighter training in Sweden and the ways in which this intervention has affected training activities and participants, as well as on the impact that historical and contextual training aspects have had on the implementation process. Based on a sociocultural and activity theory framework, a longitudinal, comparative study was made of the distance and campus study modes, focusing on those challenges, contradictions and changes resulting from this intervention that have had the greatest impact on the students’ learning processes, the instructors’ teaching roles and the basic training program as a whole. Four data collections were made over a period of about five years. The data consisted of interviews with students and instructors, observations of practical exercises, logbook notes and general documents pertaining to the training programme. Three phases were identified in the implementation, viz. an introduction phase, an extension phase and a consolidation phase. The introduction phase was characterized by a focus on instructor-driven approaches where the instructors’ traditional one-way knowledge transfer approach to teaching was gradually re-assessed, which made possible the introduction of a technology-supported, more process-oriented and student-centered course design. This resulted in the distance students beginning to take greater individual responsibility for their studies than the campus students, who proved to be more dependent on the knowledge imparted by their instructors. The extension phase, during which other instructors, usually with little experience of technology-supported teaching, and additional student groups were included in the distance training, was characterized by a normalization of the changes brought about during the introduction phase, meaning that, to some extent, they tended to shift in the direction of the traditional knowledge transfer and practice-oriented approaches of the campus training mode. This tendency can be attributed to conflicts between the instructors’ conceptions of the online learning environment and their views of how vocational training should be conducted. The manner in which they dealt with these conflicts can be summarized as quiet resistance, manifested by reduced online presence, less support to the distance students and a continued focus on their commitments on the campus program. Over time, this appears to have resulted in the distance students adapting their study strategies to the dominating attitudes in the training program and spending less time interacting online. Although these patterns also occurred in the consolidation phase, it would appear that during this phase the distance students developed their own goal-oriented and self-directed learning strategies. An important conclusion of this thesis is that the traditional attitudes commonly found in the firefighter profession had less impact on the distance students’ learning processes than on those of the campus students. Furthermore, it was found that the implementation of the distance mode was a catalyst that brought to light conflicting views about the program’s goals and core content, and contributed to established attitudes to teaching and learning being challenged. However, it also contributed to some extent to changes in the approaches to teaching. Finally, the thesis demonstrates that the gradual changes in course design and the division of responsibility between instructors and students in the technology-supported distance mode resulted in the students becoming more goal-oriented, more focused on exercise preparations and better able to participate in exercises in a manner that deepened their understanding of the complexity of exercises.

The purpose of this thesis is to describe and analyse the visual expressions of Street Art that occurs in the public space, and by doing so, to study this specifi c practice, and also elucidate the relation between public space as a democratic idea, a place for freedom of speech and as a planned, aesthetically shaped place. The intention is to throw light upon a central part of many young peoples lives in a didactic aspect. In this thesis I discuss Street Art as an informal image making in public space that young people use as tools to make meaning, but also as a form of resistance. The methodologies used in the study are ethnography and visual ethnography, where observational studies of Street Art as practice, interviews and interpretation of photographs (my own, and my informants) are performed and analysed. Theoretically, the study has a didactic and semiotic approach but I also rely on Cultural Studies as a research fi eld in order to be able to pick up different kinds of theories. From three platforms; public space and public place and places for Street Art, aesthetic learning processes within this specifi c practice, and fi nally the expanded fi eld of Art and the similarities and differences between formal Art and Street Art I have outlined four themes; ephemerality, the criteria for Street Art practice, how the work is being done, as a collective and individual practice, the struggle of space in public space, and fi nally high and low in Art and culture. By describing and analysing this informal image making light is thrown upon the aesthetic learning process that occurs, the didactic aspect of this practice and the communication that the images articulate. As a result, the study shows that Street Art, in spite of its illegal mark, points out that it is an aesthetic production and a creative practice that consists of resistance, meaning making, achieving knowledge through practice, and above all a way to use the city, to become a part of the city. The thesis contributes with the suggestion that this informal aesthetic learning process is a way to form identity, make meaning, take part of public space, and through symbolic resistance demand ones rights of expression.