Este trabalho de dissertação objetiva uma proposta metodológica para a análise da relação entre cenários futuros de disponibilidade hídrica superficial e demanda hídrica, levando-se em consideração a evolução dos fatores intervenientes à oferta hídrica superficial e à demanda hídrica, segundo a narrativa de cenários tendenciais de propagação dos padrões históricos de evolução destes fatores e a narrativa de cenários alternativos. Esta análise é feita através de um balanço hídrico entre disponibilidade hídrica e demanda hídrica. Esta proposta metodológica é aplicada sobre a região de abrangência da UGRHI do Tietê-Jacaré, e esta aplicação objetiva contribuir para a elaboração do plano da bacia da UGRHI em questão. Os fatores intervenientes à oferta hídrica superficial dizem respeito às variáveis meteorológicas, que influem diretamente no regime de precipitações, e aos padrões estatísticos históricos de evolução das precipitações. Os fatores intervenientes à demanda hídrica dizem respeito às variáveis sócio-econômicas e parâmetros tecnológicos de eficiência dos usos múltiplos dos recursos hídricos. Ambos os cenários, tendenciais e alternativos, narram a evolução destes fatores intervenientes à disponibilidade hídrica superficial e demanda hídrica nas dimensões climática e sócio-econômica. Na dimensão climática são propostos dois cenários de evolução dos fatores intervenientes à disponibilidade hídrica: o cenário climático tendencial (CCT) e o cenário climático alternativo. O cenário CCT é uma propagação futura dos padrões estatísticos históricos de evolução dos regimes de precipitações. Para este cenário são geradas séries sintéticas de precipitação, sobre a região ora em estudo, a partir da aplicação de um modelo estocástico linear. O cenário CCA leva em consideração os efeitos regionais das projeções de mudanças climáticas do cenário A1F (IPCC, 2000) para a região ora em estudo. Para este cenário são inferidos os efeitos da projeção de aumento da temperatura, sobre as séries geradas, através de relações empíricas regionais e conceituais de algumas variáveis meteorológicas que influem sobre o comportamento do regime de precipitações. Para a estimativa da disponibilidade hídrica superficial, segundo os dois cenários climáticos supracitados, foi usado o modelo HEC-HMS 2.1 (USACE) de modelagem e simulação de processos de chuva-vazão. Na dimensão sócio-econômica são propostos dois cenários de evolução dos fatores intervenientes à demanda hídrica: o cenário sócio-econômico tendencial (CSET) e o cenário sócio-econômico alternativo (CSEA). O cenário CSET é uma propagação futura dos padrões estatísticos históricos de evolução dos fatores sócio-econômicos e parâmetros tecnológicos intervenientes à demanda hídrica. O cenário CSEA leva em consideração os efeitos regionais das projeções de mudanças sócio-econômicas do cenário A1F (IPCC, 2000) para a região ora em estudo. Como ferramenta computacional para a estimativa de evolução dos fatores intervenientes à demanda hídrica foi desenvolvido, pelo autor dessa dissertação, o modelo MDSA ( Modelo de Demanda Setorial por Recursos Hídricos) baseado na metodologia do modelo NoWUM (Nordeste Water Use Model) (GAISER, T. et al., 2003). O resultado principal deste trabalho de dissertação foi obtido quando da comparação entre os cenários de disponibilidade hídrica superficial e demanda hídrica. Para todos os cenários comparativos foi constatada a evolução para uma situação crítica da relação entre disponibilidade hídrica superficial e demanda hídrica, principalmente nos períodos de estiagem de chuvas, ou períodos de recessão dos escoamentos superficiais. A ocorrência futura da situação crítica, ou escassez hídrica, varia de acordo com a maior ou menor pressão sobre os recursos hídricos, de acordo com os cenários sócio-econômicos, e de acordo com uma disponibilidade maior ou menor de chuvas sobre a região ora em estudo, de acordo com os cenários climáticos. Embora se possa esperar e seja evidente, de forma intuitiva, a ocorrência da escassez hídrica, a proposta, deste trabalho de dissertação, é a elaboração de uma metodologia, ou conjunto de métodos, para a estimativa quantitativa das variáveis de oferta e disponibilidade e demanda hídrica em todas as dimensões espacial e temporal. / This work aims a methodological proposal for the analysis of future scenarios of surface water availability and water demand, being taken into consideration the evolution of the intervening factors of surface water availability and water demand, according to the narrative of trend scenarios of propagation of the historical standards, and the narrative of alternative scenarios. This methodological proposal is applied on the region of the UGRHI of Tietê-Jacaré, and this objective application is to contribute for the elaboration of the watershed plan of the UGRHI. The intervening factors to superficial water availability concern to the meteorological variables that influence directly in the precipitation regimen and to the historical statistical standards of evolution of precipitations. The intervening factors to the water demand concern to the socioeconomic variables and technological parameters of efficiency of the multiple uses of the water resources. Both scenarios, trend and alternative, tell the evolution of these intervening factors into the superficial water availability and water demand in the climatic and socioeconomic dimensions. In the climatic dimension two scenarios of evolution of the intervening factors to the water availability are considered: the climatic tendency scenario (CCT) and the climatic alternative scenario (CCA). The scenario CCT is a future propagation of the historical statistical standards of evolution of regimes of precipitations. For this scenario synthetic precipitation series are generated, on the region in study, from the application of a linear stochastic model. The scenario CCA takes in consideration the regional effect of the projections of climatic changes of scenario A1F (IPCC, 2000) for the region in study. For this scenario the effect of the projection of increase of the temperature are inferred, on the generated series, through regional and conceptual empirical relations of some meteorological variables that influence on the behavior of the precipitation behavior. For the estimate of the superficial water availability, according to two above-mentioned climatic scenarios, the model HEC-HMS 2,1 (USACE) of modeling and simulation of hydrological processes was used. In the socioeconomic dimension two scenarios of evolution of the intervening factor to the water demand are considered: the tendency socioeconomic scenario (CSET) and alternative socioeconomic scenario (CSEA). Scenario CSET is a future propagation of the historical statistical standards of evolution of the socioeconomic factors and intervening technological parameters to the water demand. Scenario CSEA takes in consideration the regional affect of the projections of socioeconomic changes of scenario A1F (IPCC, 2000) for the region in study. As a computational tool for the estimate of the evolution of the intervening factors to the water demand it was developed the MDSA model (Model of Sectorial Demand for Water Resources) based in the methodology of the NoWUM model (Northeast Water Use Model) (GAISER, T. et al.). The main result of this work was gotten when of the comparison between the scenarios of superficial water availability and water demand. For all the comparative scenarios were evidenced the evolution for a critical situation of the relation between superficial water availability and water demand, mainly in the periods of no rains, or periods of contraction of the superficial drainings. The future occurrence of the critical situation, or water scarcity, varies in accordance to the greater or minor pressure on the water resources, in accordance with the socioeconomic scenarios, and in accordance with a bigger or lesser availability of rains on the region in study, in accordance with the climatic scenarios. Although if it can wait and either evident the occurrence of the water scarcity, the proposal, of this work, is the elaboration of a methodology, or set of methods, for the quantitative estimate of the variable of availability and water demand in all the space and temporal dimensions.

Orientadores: Maria Regina Wolf Maciel, Rubens Maciel Filho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Química / Made available in DSpace on 2018-08-25T15:04:34Z (GMT). No. of bitstreams: 1 Coelho_DayanadeGusmao_D.pdf: 2154026 bytes, checksum: e32b975351a41b8db49a6edaf30ad20d (MD5) Previous issue date: 2014 / Resumo: Para a evolução da ciência e melhoramento na qualidade de vida, o uso da tecnologia é imprescindível para solucionar os problemas relacionados com o uso desenfreado dos recursos naturais e poluição ambiental. A substituição de recursos não renováveis tem se apresentado como uma solução alternativa, na qual uma nova rota para a produção de ácido propanóico está inserida nesses preceitos. Atualmente a larga escala de produção do ácido propanóico advém da rota petroquímica, e a utilização da glicerina para a produção de ácidos orgânicos se tornou uma alternativa para amenizar os danos sensíveis ao meio ambiente. No entanto, a tese apresentada retrata de uma alternativa de síntese do ácido propanóico por rota fermentativa, neste são apresentadas as etapas do processo, desde a matéria-prima ao produto final. Neste âmbito surgem os estudos de análise e seleção do meio de cultura apresentando o direcionamento na escolha de alguns sais, do extrato de levedura e da concentração de glicerina em relação ao rendimento, eficiência e conversão em ácido propanóico, nesse estudo foi possível obter um rendimento de 80% na produção do ácido propanóico, uma eficiência de 99 % e conversão de 67 % para as concentrações de 20 g/L para a glicerina, 15 g/L para o extrato de levedura, 3 g/L para o NH4H2PO4 (g/L) e 1 g/L de KH2PO4 (g/L); o desenvolvimento de um processo inovador e de alto potencial industrial que foi realizado através de um processo de fermentação anaeróbica parcial na qual houve um consumo total do reagente alimentado e 100% de rendimento, obtendo como produto final da fermentação o ácido propanóico e o ácido succínico, quando comparada com a fermentação convencional no qual foi obtido apenas o ácido propanóico e apresentado resíduo no final do processo, o substrato; o estudo da influência do efeito combinado da concentração de ácido propanóico e da temperatura no processo fermentativo em que foi possível obter de 83 a 97 % de rendimento e uma conversão de 100% utilizando a temperatura de 30 ºC; a escolha do modelo e estimativa dos parâmetros cinéticos em função da temperatura, onde os parâmetros cinéticos foram calculados para o modelo não estruturado e não segregado através do método de otimização por algoritmo genético obtendo uma maior reprodutibilidade para as faixas de estudo; e a separação do ácido propanóico do meio fermentado utilizando um sistema evaporativo através do destilador molecular, neste o meio fermentado obtido foi facilmente separado através do pré-tratamento por separação sólido-líquido e obtida a separação do ácido propanóico dos demais componentes do meio fermentado no condensador externo na pressão de 100 mbar e temperatura de 130 °C / Abstract: For the evolution of science and improvement in quality of life, the use of technology is essential to solve the problems related to the rampant use of natural resources and environmental pollution. The substitution of non-renewable resources has emerged as an alternative solution, in which a new route for the production of propionic acid is inserted in these precepts. Today the large scale production propionic acid comes from petrochemical route, and the use of glycerin to produce organic acids has become an alternative to mitigate the environmentally sensitive damages that are a priori, a requirement for actually possible remain competitive in the market. However, the thesis presented portrays an alternative synthesis of propionic acid by fermentative route, this are the steps of the process, from raw material to finished product. In this context the study of analysis and selection of culture media presenting the guidance in the choice of some salts, yeast extract and glycerin concentration in relation to the performance, efficiency and conversion in propionic acid, this study arise was possible to obtain a yield 80% propionic acid in the production of an efficiency of 99% and 67% conversion for the concentration of 20 g / L glycerin, 15 g / L of yeast extract, 3 g/L NH4H2PO4 to (g/L) and 1 g / L of KH2PO4 (g/L); the development of a novel and high potential industry process was carried out through a process of anaerobic fermentation part in which there was complete consumption of the supplied reagent and 100% yield, obtained as an end product of fermentation propionic acid and succinic acid compared with conventional fermentation in which was only obtained propionic acid and the residue submitted at the end of the process the substrate; the study of the influence of the combined effect of concentration and temperature propionic acid in the fermentation process it was possible to obtain 83-97% conversion and a yield of 100% using a temperature of 30 °C; the choice of the model and estimation of kinetic parameters depending on the temperature, where the kinetic parameters were calculated for the model unstructured and not segregation by the method of optimization by a genetic algorithm for obtaining greater reproducibility study tracks; and separating propionic acid fermentation broth using an evaporative system through the molecular still, in the fermentation medium was readily obtained by separate treatment by solid-liquid separation and separation of the obtained propionic acid from the other components of the fermentation broth external condenser at a pressure of 100 mbar and temperature of 130 °C / Doutorado / Desenvolvimento de Processos Químicos / Doutora em Engenharia Quimica

Orientador: Janito Vaqueiro Ferreira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecânica / Made available in DSpace on 2018-08-25T19:22:38Z (GMT). No. of bitstreams: 1 Cro_NelsonPradoRodrigues_M.pdf: 2904462 bytes, checksum: 1e944d316e2e4ec4ca0a4e8ba01ae4a2 (MD5) Previous issue date: 2014 / Resumo: Este trabalho descreve o desenvolvimento de um modelo de simulação computacional para motores de combustão interna com ignição por centelha que inclui o processo de combustão com duração finita, a transferência de calor instantânea entre o fluído operante e as paredes dos cilindros e os processos de admissão e de escape. O modelo de simulação desenvolvido realiza os cálculos de propriedades termodinâmicas de cada uma das substâncias envolvidas no processo a cada instante discretizado do ciclo termodinâmico do motor a partir de dados de entrada relacionados ao motor e ao regime de operação que se deseja avaliar. O algoritmo tem por resultado os perfis de temperatura e pressão instantâneas dos gases no interior dos cilindros em função do ângulo do eixo de manivelas e o diagrama da pressão instantânea pelo volume instantâneo no intervalo de um ciclo do motor. O algoritmo também contempla campos para inserção de dados relativos a determinados parâmetros de projeto de motor que permitem a avaliação da influência da variação dos referidos parâmetros nas características de desempenho do motor simulado / Abstract: This work describes the development of a computational simulation model for internal combustion engines with spark ignition which includes the combustion process with finite duration, the instantaneous heat transfer between the working fluid and the cylinder walls and the intake and exhaust processes. The simulation model developed calculates the thermodynamic properties of each element involved in the process at every discretized instant of the engine cycle using as input the data related to the engine and to its intended operating regime. The simulation model has as a result the instantaneous temperature and pressure profiles inside of the cylinder as a function of the crankshaft angle and the diagram of instantaneous pressure by instantaneous volume in the range of one cycle. The algorithm also includes a variation range of certain parameters of the engine project to evaluate the influence of each one of these parameters in its performance characteristics / Mestrado / Mecanica dos Sólidos e Projeto Mecanico / Mestre em Engenharia Mecânica

Problemlösning inom matematikundervisning är något som har blivit mer uppmärksammat under de senaste decennierna. Även i den svenska läroplanen för grundskolan har problemlösning fått en större plats och är en av de fem matematiska förmågor som elever ska få möjlighet att utveckla i skolan. I de svenska styrdokumenten läggs också fokus på kommunikation, där elever ska få möjlighet att samtala och resonera kring matematik. Detta kan ske genom att eleverna får arbeta tillsammans med sina klasskamrater i olika gruppkonstellationer. Arbete med problemlösning i grupp kan utformas på olika sätt och påverkar elevers matematiska kunskapsutveckling. I denna systematiska litteraturstudies resultat framkommer det tre övergripande teman, om hur problemlösning i grupp kan stödja elever i deras utveckling av deras matematiska förmågor; hur problemlösningen utformas, på längre och kortare sikt, tillgång till stödstrukturer och hjälpmedel och gruppsammansättningens påverkan. / Problem solving within mathematics teaching has been more highlighted during the last decades. In the Swedish curriculum for primary school problem solving has got a bigger role, being one of five mathematical competencies that students should be given the chance to develop during school. In the Swedish curriculum there is also a focus on communication and how students should get the opportunity to engage in conversations and to reason about mathematics. This can be brought out by letting the students work together with their classmates in different kinds of group constellations. Problem solving in groups can be designed in different ways and affects the development of students’ mathematical competencies. In this systematic literature study three general themes were discovered, on how problem solving in groups can support students in developing their mathematical competencies; how problem solving can be designed, under a longer or shorter period of time, access to supporting structures and tools and the group constellation’s affect.

Den föreliggande systematiska litteraturstudien behandlar matematiskt begåvade elevers skolsituation i grundskolan. Studien syftar till att undersöka hur matematiskt begåvade elever egentligen undervisas och vilket reellt stöd de får i sin akademiska progression. Matematiskt begåvade elever undervisas vanligtvis genom inkluderande eller exkluderande undervisning. De olika undervisningspraktikerna har olika fördelar och nackdelar och påverkar både begåvade elever och normalbegåvade elevers akademiska progression och personliga utveckling, men på olika sätt. / The systematic literature study processes mathematically talented students' school situation in elementary school. The study aims to investigate how mathematically talented students are actually taught and what real support they receive in their academic progression. Mathematically talented students are usually taught through inclusive or exclusive teaching. The different teaching practices results in different advantages and disadvantages and affect both talented students and the normal progressive students' academic progression and personal development, but in different ways.

Det går inte att undgå att dagens matematikklassrum utgörs av flera olika språk och nationaliteter. Det mångkulturella klassrummet ställer i sin tur höga krav på att läraren tillgodoser varje individs behov. Inom matematik finns det mer kognitivt krävande områden än andra och flerspråkiga elever visar sig ha större svårigheter med de uppgifter som kräver en högre kognitiv förmåga än de uppgifter som är av rutinkaraktär. Eftersom matematik är ett problemlösande ämne innebär det att matematikläraren har en avgörande roll i undervisningen för att flerspråkiga elever ska utvecklas i matematik. Syftet med studien är att klargöra hur flerspråkiga elevers problem och begränsningar i matematikämnet påverkar lärarens undervisning och sätt att hjälpa och stötta vid problemlösningsuppgifter, samt hur lärare tar hänsyn till utforskade framgångsfaktorer i praktiken. Studien utgår från ett etnomatematiskt perspektiv på lärandet och bygger på iakttagande observationer och en semistrukturerad intervju. Studien utgör ett extremfall, vilket innebär att endast en lärare har observerats och intervjuats. Resultatet visar att den observerade och intervjuade läraren i ett flerspråkigt klassrum förhåller sig till de utforskade framgångsfaktorerna både medvetet och omedvetet. Framgångsfaktorerna visar sig genom kommunikativa situationer och resultatet visar praktiska exempel på hur detta tar sig i uttryck i ett flerspråkigt matematikklassrum. Av resultatet framgår det även att undervisningen i större mån påverkas positivt av flerspråkigheten i matematikklassrummet, eftersom det får läraren att reflektera över sin undervisning i större utsträckning. Slutsatsen blir därför att genom kommunikativa och interaktiva miljöer kan flerspråkiga elever komma till sin rätt i matematikämnet. Genom att öppna upp möjligheter för tillåtande och öppna klassrumsklimat kan undervisningen av flerspråkiga elever påverkas positivt. / The modern classroom of mathematic consists of several different languages ​​and nationalities. The multicultural classroom places high demands on the teacher to meet every individual's needs. In mathematics, there are more cognitive demanding areas than others, and multilingual students find themselves having greater difficulties with the tasks requiring a higher cognitive ability than with the routine tasks. Since mathematic is a problem-solving topic, it means that the mathematic teachers have a crucial role in teaching to enable the multilingual students to develop in mathematic. The purpose of this study is to clarify how the problems and limitations of multilingual students in mathematics affect teachers' teaching purpose and ways to help and support problem solving tasks, as well as how teacher consider using the researched success-factors in practice. The study is based on a theoretical perspective of ethnomathematic of learning and it is based on observations and a semi-structured interview of a classroom.  The study is an extreme case, which means that only one teacher has been observed and interviewed.  The result shows that the observed and interviewed teacher in a multilingual classroom relates to the identified success-factors both consciously and unconsciously. Success -factors are evident through communicative situations and the results show practical examples of how this is expressed in a multilingual mathematic-classroom.  The result also shows that education is influenced in a positive way by the multilingualism of the mathematics classroom, as it forces the teacher to reflect more on his teaching.  Therefore, the conclusion is that through communicative and interactive environments, multilingual students can come to their right in the mathematical subject.  The teaching of multilingual students can be positively influenced by opening opportunities for a permitting and open classroom climate.

Algebra i matematik kan handla om så mycket mer än svåra ekvationer och beräkningar. I de yngre åldrarna, åk 1-3, är geometriska mönster en del av det centrala innehållet i algebra. Genom att arbeta med mönster förbereder vi eleverna inför den svårare algebran och de lär sig att uttrycka sig generellt. Många studier visar fördelarna med mönster i tidiga åldrar, exempelvis lär sig eleverna se samband och även att göra generaliseringar.   Denna studie är en läromedelsgranskning av läromedlet Favorit matematik i årskurserna 1-3. Syftet är att bidra med kunskap kring vilka matematiska förmågor eleverna ges utrymme att utveckla vid arbetet med mönster i Favorit matematik. Fokus ligger även på att undersöka vilken av mönstertyperna, upprepade mönster och växande geometriska mönster, som behandlas mest. Metoden som har använts är en tabell där mönstertyperna och förmågorna skrevs in.   Resultatet visar på brister när det handlar om arbete med mönster i Favorit matematik. Läraren måste i sin undervisning arbeta med mönster utanför läroboken för att alla förmågor ska få utrymme. Det visas inte heller på att mönster är något inom algebra utan det kopplas mestadels till andra områden i det centrala innehållet i kursplanen. De flesta uppgifterna i läroböckerna handlade om att fortsätta på ett mönster som var ett upprepat mönster. Därför kopplades merparten av uppgifterna till den första matematiska förmågan som handlar om att lösa problem och värdera sina strategier och metoder. Resultatet visar också att växande geometriska mönster inte behandlas mycket i Favorit matematik. / Algebra in mathematics is so much more than just equations and calculations. Through the primary grades in school, geometric patterns are a part of the Swedish curriculum. By working with patterns we prepare the students for the more difficult algebra to come, and they learn to express themselves generally. Many studies show the benefits with the work with patterns in the primary grades, for example students learn how to see connections and how to generalise.   This study is a teaching material study of the material Favorit matematik in the primary grades. The aim is to contribute knowledge about which mathematical abilities students are given chance to develop by working with patterns in Favorit matematik. Focus is also to study what type of pattern, of repeating patterns and growing patterns, that are more processed in the material. The method that has been used is a chart where the patterns and the abilities were written into.   The result shows flaws when it comes to patterns in Favorit matematik. The teacher has to work with this along with the material to give the students chance to explore every mathematical ability. Nor is it shown that patterns are something within the algebra, it is mostly linked to other areas from the curriculum. Mostly the exercises were about completing a pattern that was repeating, and therefore the majority of the exercises was connected to the first ability, which is about solving problems and evaluate your strategies and methods. The result also shows that growing geometric patterns is not presented as much as repeating patterns.

Studien handlar om hur barn i förskolan genom problemlösning tar sig an olika problemuppgifter.  I denna studie har barnens perspektiv intagits genom att deras resonemang, tillvägagångssätt och samarbete lyfts fram.  Observationer genom film är den metod som ligger till grund för studiens resultat och analys, barnen som medverkat i studien är i åldern 4–6 år.    Resultatet visar att barnen samarbetade och samspelade när de tog sig an uppgifterna. Även att de använde sig av en mängd olika strategier och tillvägagångssätt, bland annat sina tidigare erfarenheter och kunskaper, resonemang och förklaringar samt sortering och kategorisering.   Vi vill med denna studie lyfta vikten av att pedagoger redan i förskolan låter barn arbeta med matematik och problemlösning. När barn får möjlighet att diskutera, resonera och samarbeta inom matematik främjas deras lärande.

The use of digital tools is expanding and taking up more and more space in society and in Swedish schools. Although solid research shows that students' learning benefits from digital tools, there are teachers who choose not to use it in their teaching. This study aims to create an understanding of digital tools and how they are used in mathematics teaching. The study also intends to investigate the opportunities and challenges that exist with digital tools. The empirical data of the study has been collected through interviews with active teachers in grades 1–6. The results indicate that teachers experience greater confidence in differentiating and varying mathematics teaching if they have knowledge of and within digital tools. Digital tools also contribute to students sometimes losing focus, as computers and tablets tends to cause distractions. The study concludes that teachers' knowledge of digital tools develops mathematics teaching for more students. Teachers, on the other hand, need to be clear about the purpose for which the digital tool is used and create rules that students must follow when using a digital tool. / Användningen av digitala verktyg ökar och tar allt större plats i samhället och i svenska skolor. Även fast forskning visar att elevers lärande gynnas av digitala verktyg, finns det lärare som väljer att inte använda det i sin undervisning. Studien syftar åt att bidra till förståelse för digitala verktyg och hur det används i matematikundervisning. Studien avser även att undersöka vilka möjligheter och utmaningar som finns med digitala verktyg. Studiens empiriska underlag har samlats in genom intervjuer med verksamma lärare i årskurs 1–6. Resultatet tyder på att lärare upplever en större säkerhet i att differentiera och variera matematikundervisning om de har kunskap om och inom digitala verktyg. Digitala verktyg bidrar även till att elever stundtals tappar fokus, då datorer och lärplattor bidrar till distraktioner. Studiens slutsats är att lärares kunskaper inom digitala verktyg utvecklar matematikundervisning för fler elever. Lärare behöver däremot vara tydliga med i vilket syfte det digitala verktyget används och skapa regler som elever ska följa när de använder ett digitalt verktyg.

Adolescent subjective health and mental problems have become a public health concern, not only in Sweden but worldwide. When stress becomes a part of everyday life you tend to ignore it and disregard the fact that chronic stress is a severe disease. Education in the school system shall promote the development and learning of all pupils adapted to each of the individuals’ circumstances and needs. Research shows that high-performing students are especially at risk for chronic stress related malfunctioning.The overall aim of this thesis is to contribute to the understanding of the influence of mathematic education in developing stress among female high-performers in secondary school. Four 16-year-old girls were interviewed on their experience of math education,stress and the relations between the two. The findings show that how teachers carry out education has a great impact on the students’ well being, which in turn affects how they learn. The teacher holds the most important part. A growth mindset will push development from good to great. Skilled teachers can create rich mathematical problems for their students. Letting go of socio-mathematic norms focusing on fast-forward, are also important measures. Continued research should therefore focus on teacher-education. In pedagogical science there is a lack of psychology and the common approach of neuroscience to learning and child development. The subject of educational psychology is a mixture of neuroscience, psychology and pedagogy that is common in other parts of the world, but not in Sweden. Such knowledge, that is based on experiments linked to the brain functions, is important for understanding children's development and comparing methods for teaching. The two research fields need to learn more from each other. Didactics already provide perspectives to the student’s experiences and motivations and teachers need to use didactics as a useful tool in education. We face a real challenge; the group of high performing students’ long-term health is at risk. There might be a ticking bomb- Stress, and counting. / Våra ungdomars upplevda hälsa och psykiska problem har blivit ett folkhälsoproblem. Inte bara i Sverige utan världen över. När stress blir en del av vardagen finns en risk att vi ignorerar den och bortser från det faktum att kronisk stress är en allvarlig sjukdom. Vår utbildning i skolan skall främja alla barns och elevers utveckling och lärande. Den ska anpassas efter individens förutsättningar och behov. Forskning visar att högpresterande elever löper särskilt stor risk för kroniska stressymptom och åtföljande konsekvenser för bl. a. kognition, minne och inlärning. Studiens syfte är att bidra med kunskap om den roll matematikundervisningen spelar för stress bland högpresterande flickor.Fyra 16-åriga flickor intervjuades om sina erfarenheter av högstadiets matematikundervisning, stress och kopplingar mellan de två. Resultatet visar att hur läraren bedriver sin undervisning har en avgörande betydelse för hur studeterna mår, vilket i sin tur påverkar deras lärande. Läraren är den enskilt viktigaste framgångsfaktorn i klassrummet, även enligt internationell forskning. Ett dynamiskt synsätt kommer främja elevernas utveckling. Skickliga lärare kan konstruera rika matematiska problem som utvecklar elevernas matematiska förmågor. Att avskaffa socio-matematiska normer som fokuserar på att hinna längst fram i boken, är också en viktig åtgärd.Fortsatt forskning bör därför fokusera på lärarutbildning och vidareutbildning. Inom dessa utbildningar och pedagogiken saknas psykologins och neurovetenskapens gemensamma förhållningssätt till inlärning och barns utveckling. Det finns ett ämne, utbildningspsykolog,  som är vanlig i andra delar av världen. Här finns en fruktbar blandning av neurovetenskap, psykologi och pedagogik. Sådan kunskap baserad på experiment kopplade till hjärnans funktioner är viktig för att förstå barns utveckling och kunna jämföra metoder för undervisning och lärande. Didaktik och hjärnforskning behöver ömsesidigt lära av varandra.Vi står inför en viktig utmaning, i våra högpresterande ungdomars långsiktiga hälsa.  Tyvärr måste vi lära oss att Räkna med stress!