This is a qualitative research that draws Gee‟s Discourse analysis to understand how learners communicate their mathematical reasoning in a multilingual classroom in South Africa. The study involved a Grade 11 class of 25 learners in a township school East of Johannesburg. The research method used was a case study. Data was collected using classroom observations, and document analysis. The study has shown that learners communicate their mathematics reasoning up to a certain level. The way learners communicated their mathematical reasoning depended on the activities that were given by the textbook being used in the classroom, and the questions which the teacher asked during the lessons. From the findings of the study, recommendations were made: the assessment of how learners communicate their mathematical reasoning should have a basis, say the curriculum. If the curriculum states the level of mathematical reasoning which the learners at Grade 11 must reach, then the teacher will have to probe the learners for higher reasoning; mathematics classroom textbooks should be designed to enable learners communicate their mathematical reasoning. The teacher should ask learners questions that require learners to communicate their mathematical reasoning.

Syftet med denna undersökning har varit att studera gymnasieelevers förståelse för funktionsbegreppet.Den teoretiska utgångspunkten har varit att studera elevernas förmåga att växla mellanolika representationsformer och studera deras förståelse för relationen mellan de olika representationerna.Elevernas förmåga att resonera har också varit en väsentlig del och därför har forskningenkring matematiskt resonemang också varit en viktig del i arbetet. För att nå ett resultat har treklasser på gymnasiet fått skriva ett test konstruerat för att svara mot uppsatsens syfte. Utövertestet intervjuades tre av eleverna för att det skulle finnas möjlighet att fånga elevernas förmågaatt resonera. Resultatet kom att visa att vissa elever har svårt att utföra växlingar mellan vissaolika representationer, men mellan andra är det betydligt enklare. Det framkom att eleverna varskolade i ett algoritmiskt tänkande, och att eleverna hade svårt att resonera fritt och kreativt kringfunktionsbegreppet, samt att eleverna hade svårt att skilja de närliggande begreppen ekvation ochfunktion. / The aim with this thesis has been to study Swedish high school students’ comprehension for theconcept of a function. The theoretical starting point has been to study the students’ ability tochange between different forms of representations of a function and study their comprehensionfor the relation between the different representations. The students’ ability to use mathematicalreasoning has also been a crucial part for the thesis, and therefore research on mathematicalreasoning has also been an important part. Three high school classes were given a test, whichsought to test their ability to change between different forms of representation. In addition to thetest three students were interviewed, so that the students’ ability to reason would be possible toanalyze. The results came to show that some students have difficulties to change between someof the representations but between others it’s far easier for them. The results also showed thatthe students were trained in algorithmically thinking, and that it was difficult to reason creativelyabout the concept of a function. The students also had trouble separating a function from therelated concept of equations.

Esta pesquisa investiga processos cognitivos envolvidos na aprendizagem. Para isso, compara-se o desempenho acadêmico, o desempenho matemático, o executivo central da memória de trabalho e o raciocínio lógico-matemático em trinta e cinco adolescentes do primeiro ano do Ensino Médio do Colégio Júlio de Castilhos. O desempenho acadêmico é representado pela média obtida por cada um de 35 alunos, no primeiro trimestre do ano letivo de 2010 nas disciplinas que compõem o programa, excetuando-se a matemática. O desempenho matemático é representado pela nota final na disciplina no mesmo trimestre. O executivo central da memória de trabalho é avaliado por meio de dois subtestes selecionados da Bateria de Avaliação da Memória de Trabalho da Universidade Federal de Minas Gerais. O raciocínio lógico-matemático é avaliado com a tarefa piagetiana o equilíbrio da balança. Os dados obtidos através dos testes para avaliação do executivo central da memória de trabalho são estudados com análise estatística inferencial. Os dados obtidos com o método clínico piagetiano na aplicação da tarefa o equilíbrio da balança são estudados por meio de análise descritiva, além de serem transformados em escores a fim de serem incluídos na análise estatística inferencial. Encontrou-se correlação entre as quatro funções estudadas através do teste de correlação de Pearson. Os alunos são agrupados conforme o desempenho acadêmico, em alunos com desempenho alto, intermediário e baixo e, com esta categorização, é realizada a comparação entre grupos quanto ao desempenho matemático, o executivo central da memória de trabalho e o raciocínio lógico-matemático, por Análise de Variância. Encontrou-se que as funções diferem nos três grupos na maioria das comparações. Conclui-se que o executivo central da memória de trabalho e o raciocínio lógico-matemático têm um papel importante no desempenho acadêmico do aluno adolescente. / This research investigates the cognitive processes involved in learning. For this purpose, it compares academic performance, mathematical performance, the central executive of working memory and logical-mathematical reasoning in thirty-five teenagers in their first year of High School in a public school. Academic performance for each student is assessed through the average grade obtained in the first quarter of the 2010 academic year, in the subjects that comprise the program, except mathematics. The mathematical performance is represented by the final grade in the subject in the same quarter. The central executive of working memory is assessed by two subtests selected from the Working Memory Assessment Battery from the Federal University of Minas Gerais. The logical-mathematical reasoning abilities are assessed by the Piagetian task called the balance equilibrium. The data obtained through tests to assess the central executive of working memory are interpreted by means of inferential statistical analysis. The data obtained by the clinical method of application of the Piagetian task the balance equilibrium are studied through descriptive analysis and are converted into scores, which are then included in the inferential statistical analysis. There is a correlation between the four functions studied by the Pearson correlation test. The mathematical performance, the central executive of working memory and logical-mathematical reasoning are analysed among groups of students with above-, lower- and average academic performances. The functions in the three groups differed on most comparisons. The central executive of working memory and logical-mathematical reasoning play an important role in the academic performance of teenage students.

Esta pesquisa investiga processos cognitivos envolvidos na aprendizagem. Para isso, compara-se o desempenho acadêmico, o desempenho matemático, o executivo central da memória de trabalho e o raciocínio lógico-matemático em trinta e cinco adolescentes do primeiro ano do Ensino Médio do Colégio Júlio de Castilhos. O desempenho acadêmico é representado pela média obtida por cada um de 35 alunos, no primeiro trimestre do ano letivo de 2010 nas disciplinas que compõem o programa, excetuando-se a matemática. O desempenho matemático é representado pela nota final na disciplina no mesmo trimestre. O executivo central da memória de trabalho é avaliado por meio de dois subtestes selecionados da Bateria de Avaliação da Memória de Trabalho da Universidade Federal de Minas Gerais. O raciocínio lógico-matemático é avaliado com a tarefa piagetiana o equilíbrio da balança. Os dados obtidos através dos testes para avaliação do executivo central da memória de trabalho são estudados com análise estatística inferencial. Os dados obtidos com o método clínico piagetiano na aplicação da tarefa o equilíbrio da balança são estudados por meio de análise descritiva, além de serem transformados em escores a fim de serem incluídos na análise estatística inferencial. Encontrou-se correlação entre as quatro funções estudadas através do teste de correlação de Pearson. Os alunos são agrupados conforme o desempenho acadêmico, em alunos com desempenho alto, intermediário e baixo e, com esta categorização, é realizada a comparação entre grupos quanto ao desempenho matemático, o executivo central da memória de trabalho e o raciocínio lógico-matemático, por Análise de Variância. Encontrou-se que as funções diferem nos três grupos na maioria das comparações. Conclui-se que o executivo central da memória de trabalho e o raciocínio lógico-matemático têm um papel importante no desempenho acadêmico do aluno adolescente. / This research investigates the cognitive processes involved in learning. For this purpose, it compares academic performance, mathematical performance, the central executive of working memory and logical-mathematical reasoning in thirty-five teenagers in their first year of High School in a public school. Academic performance for each student is assessed through the average grade obtained in the first quarter of the 2010 academic year, in the subjects that comprise the program, except mathematics. The mathematical performance is represented by the final grade in the subject in the same quarter. The central executive of working memory is assessed by two subtests selected from the Working Memory Assessment Battery from the Federal University of Minas Gerais. The logical-mathematical reasoning abilities are assessed by the Piagetian task called the balance equilibrium. The data obtained through tests to assess the central executive of working memory are interpreted by means of inferential statistical analysis. The data obtained by the clinical method of application of the Piagetian task the balance equilibrium are studied through descriptive analysis and are converted into scores, which are then included in the inferential statistical analysis. There is a correlation between the four functions studied by the Pearson correlation test. The mathematical performance, the central executive of working memory and logical-mathematical reasoning are analysed among groups of students with above-, lower- and average academic performances. The functions in the three groups differed on most comparisons. The central executive of working memory and logical-mathematical reasoning play an important role in the academic performance of teenage students.

Esta pesquisa investiga processos cognitivos envolvidos na aprendizagem. Para isso, compara-se o desempenho acadêmico, o desempenho matemático, o executivo central da memória de trabalho e o raciocínio lógico-matemático em trinta e cinco adolescentes do primeiro ano do Ensino Médio do Colégio Júlio de Castilhos. O desempenho acadêmico é representado pela média obtida por cada um de 35 alunos, no primeiro trimestre do ano letivo de 2010 nas disciplinas que compõem o programa, excetuando-se a matemática. O desempenho matemático é representado pela nota final na disciplina no mesmo trimestre. O executivo central da memória de trabalho é avaliado por meio de dois subtestes selecionados da Bateria de Avaliação da Memória de Trabalho da Universidade Federal de Minas Gerais. O raciocínio lógico-matemático é avaliado com a tarefa piagetiana o equilíbrio da balança. Os dados obtidos através dos testes para avaliação do executivo central da memória de trabalho são estudados com análise estatística inferencial. Os dados obtidos com o método clínico piagetiano na aplicação da tarefa o equilíbrio da balança são estudados por meio de análise descritiva, além de serem transformados em escores a fim de serem incluídos na análise estatística inferencial. Encontrou-se correlação entre as quatro funções estudadas através do teste de correlação de Pearson. Os alunos são agrupados conforme o desempenho acadêmico, em alunos com desempenho alto, intermediário e baixo e, com esta categorização, é realizada a comparação entre grupos quanto ao desempenho matemático, o executivo central da memória de trabalho e o raciocínio lógico-matemático, por Análise de Variância. Encontrou-se que as funções diferem nos três grupos na maioria das comparações. Conclui-se que o executivo central da memória de trabalho e o raciocínio lógico-matemático têm um papel importante no desempenho acadêmico do aluno adolescente. / This research investigates the cognitive processes involved in learning. For this purpose, it compares academic performance, mathematical performance, the central executive of working memory and logical-mathematical reasoning in thirty-five teenagers in their first year of High School in a public school. Academic performance for each student is assessed through the average grade obtained in the first quarter of the 2010 academic year, in the subjects that comprise the program, except mathematics. The mathematical performance is represented by the final grade in the subject in the same quarter. The central executive of working memory is assessed by two subtests selected from the Working Memory Assessment Battery from the Federal University of Minas Gerais. The logical-mathematical reasoning abilities are assessed by the Piagetian task called the balance equilibrium. The data obtained through tests to assess the central executive of working memory are interpreted by means of inferential statistical analysis. The data obtained by the clinical method of application of the Piagetian task the balance equilibrium are studied through descriptive analysis and are converted into scores, which are then included in the inferential statistical analysis. There is a correlation between the four functions studied by the Pearson correlation test. The mathematical performance, the central executive of working memory and logical-mathematical reasoning are analysed among groups of students with above-, lower- and average academic performances. The functions in the three groups differed on most comparisons. The central executive of working memory and logical-mathematical reasoning play an important role in the academic performance of teenage students.

Submitted by Isaac Francisco de Souza Dias (isaac.souzadias@ufpe.br) on 2016-02-29T18:53:47Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO Ricardo Nogueira Maisch.pdf: 961480 bytes, checksum: 36af628c57c6f12087a99cc782e43d19 (MD5) / Made available in DSpace on 2016-02-29T18:53:48Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO Ricardo Nogueira Maisch.pdf: 961480 bytes, checksum: 36af628c57c6f12087a99cc782e43d19 (MD5) Previous issue date: 2015-02-23 / CAPES / A relação entre música e matemática perpassa pela história desde Pitágoras até os dias de hoje, entretanto tal proximidade perdeu força ao longo do tempo com diferentes acontecimentos na filosofia, educação, artes, política e etc. O presente estudo tem como objetivo o estudo correlacional entre os aspectos cognitivos do raciocínio lógico-matemático e da atividade musical instrumental em adolescentes, utilizando-se do Teste de Avaliação Psicológica das Matrizes do Raciocínio Lógico-Matemático para Adolescentes (TRMa). O TRMa foi construído especificamente nesta investigação cuja fundamentação teórica está na psicogenética piagetiana. Participaram, do primeiro estudo, 41 adolescentes de 14 a 18 anos de idade. Do segundo estudo participaram da amostra 39 adolescentes entre 14 e 18 anos de idade devidamente matriculados na escola regular e em escolas de músicas. Nesta faixa etária são requisitados dos adolescentes, na escola regular, a capacidade de resolução de problemas que mobilizam estruturas cognitivas típica do estágio das operações formais, estágio em que, cognitivamente, ocorre o ápice da capacidade de abstração e maturação do raciocínio hipotético dedutivo. Foram analisados os resultados da prova de Raciocínio Abstrato (RA) da Bateria de Provas de Raciocínio (BPR-5), do teste de Raciocínio Auditivo (RAu) e do Teste de Avaliação Psicológica das Matrizes do Raciocínio Lógico-Matemático para Adolescentes (TRMa). O TRMa foi inspirado na estrutura de avaliação da Olimpíada Brasileira de Matemática de diversas edições com os três eixos principais: a aritmética, a geometria e a análise combinatória. Foram utilizados, na primeira parte, estudo de validade e resultados de análises oriundos Teoria de Resposta ao Item (TRI) no estudo das propriedades psicométricas. Na segunda parte foi utilizado estudo de validade incremental, controlando-se a Inteligência Fluida na correlação entre o raciocínio matemático e a atividade musical instrumental. Os resultados apontaram para a viabilidade da construção de um instrumento de avaliação psicológica específico do raciocínio matemático, foi apresentado um índice de precisão pelo Coeficiente de Kuder-Richardson (fórmula 20) em 0,677 e foi apresentada adequação dos itens diante da habilidade dos adolescentes pela TRI. Na análise incremental verificou-se uma correlação positiva (0,421) e significativa (p <0,01) entre o raciocínio matemático e a atividade musical, contudo não foram apresentadas evidências seguras quanto a capacidade de previsibilidade entre os aspectos cognitivos destas atividades quando se controla a Inteligência Fluida. Estes resultados apresentam bons indícios para o aprofundamento da temática em estudos futuros aumentando-se o tamanho da amostra e incluindo-se outros instrumentos de avaliação psicológica que contemplem os mesmos fatores. / The relation between music and Math crosses history from Pitagoras to these days, however such proximity has lost its strength overtime with different events on Philosophy, education, Arts, Politics ,etc. The present study aims the correlational study between the cognitive aspects of the logical mathematical reasoning and of the musical activity, it’ used the instrument built specifically in this investigation whose theoretical grounding is in Piaget’s psychogenetic, Matrix Psychological Evaluation of the Logical Mathematical Reasoning to Adolescent Test (MRTa). In first part 41 teenagers from 14 to 18 years took part and second study 39 teenagers from 14 to 18 years properly registered on regular schools and on musical schools old took part of the sampling. In this age group it’s required from the teenagers, on regular school, the capability of solving problems which mobilizes cognitive structures which are typical of formal operation levels, level in which, cognitively occurs the apex of the abstraction and maturation capability of the hypothetical deductive reasoning. The result of the Abstract Reasoning tests (AR) from the Amount of Reasoning Tests (ART/5), from the Hearing Reasoning test (HR) and from the Matrix Psychological Evaluation of the Logical Mathematical Reasoning to Adolescent Test (MRTa). The MRTa is instrument inspired on the evaluation structure of several editions of the Brazilian Math Olympics with the three main axis: arithmetic, geometry and combinatorial analyses. It was used, in first part of the study, the study of psychometric and analyses result arising from the Item Response Theory (IRT). In the second it was used the study of incremental validity, controlling the Fluid Intelligence related to mathematical reasoning and instrumental music activity. The outcome of the first part of the stydy pointed to a construction viability of an specific psychological evaluation instrument of the mathematical reasoning. It was presented a precision index by the Kuder- Richardson coefficient (formula 20) in 0,677 and it was presented adequacy of items before the teenagers skills by the IRT. In the incremental analyses it was verified a positive (0,421) and significant (p < 0,01) correlation between the mathematical reasoning and musical activity, however , safe evidences were not presented concerning the capability of predictability between the cognitive aspects of these activities when the Fluid Intelligence is controlled. These results present good indications to the thematic deepening in future studies increasing the size of sampling and including other psychological evaluation instruments which contemplate the same factors.

Matematik i dagens undervisning präglas av matematikbokens användning, denna har en större roll i undervisningen. Detta sker trots att författare inom matematikdidaktik påpekar betydelsen av att matematiska samtal måste framgå i undervisningen för att elever ska ges möjlighet till att utveckla de olika förmågor och kunskaper som det matematiska ämnet berör. Målet med denna kunskapsöversikt blir att undersöka vad forskningen säger kring de matematiska samtalen och hur dessa kan påverka utvecklingen av elevers resonemang utifrån ett lärarperspektiv. Resultatet från denna kunskapsöversikt visar att samtal i matematik har en betydande roll i elevers utveckling av resonemang i ett kollaborativt lärande. För att samtalen ska ha en positiv effekt för utvecklingen av elevers resonemang krävs det att lärare aktivt arbetar med planeringen inför det kollaborativa lärandet. Lärare behöver även kunna delta i de kollaborativa samtalen som sker i undervisningen, där lärare bland annat agerar dirigent för att vägleda och guida elever i deras resonemang.

Matematik i dagens undervisning präglas av matematikbokens användning, denna har en större roll i undervisningen. Detta sker trots att författare inom matematikdidaktik påpekar betydelsen av att matematiska samtal måste framgå i undervisningen för att elever ska ges möjlighet till att utveckla de olika förmågor och kunskaper som det matematiska ämnet berör. Målet med denna kunskapsöversikt blir att undersöka vad forskningen säger kring de matematiska samtalen och hur dessa kan påverka utvecklingen av elevers resonemang utifrån ett lärarperspektiv. Resultatet från denna kunskapsöversikt visar att samtal i matematik har en betydande roll i elevers utveckling av resonemang i ett kollaborativt lärande. För att samtalen ska ha en positiv effekt för utvecklingen av elevers resonemang krävs det att lärare aktivt arbetar med planeringen inför det kollaborativa lärandet. Lärare behöver även kunna delta i de kollaborativa samtalen som sker i undervisningen, där lärare bland annat agerar dirigent för att vägleda och guida elever i deras resonemang.

Sedan Lgr11 infördes i skolan har förmågan att kommunicera och resonera i matematik genom samtal och diskussioner fått en ny plats i undervisningen. I kunskapskraven står det att ska elevernas förmåga att muntligt resonera och kommunicera i matematik ska bedömas i årskurs 6 vilket innebär att lärarna behöver ge eleverna möjlighet att träna dessa förmågor. Syftet med denna studie är att analysera vilket stöd lärarna erbjuds genom lärarhandledningar för att kunna utveckla elevernas förmåga att samtala med och om matematik samt att föra matematiska resonemang. En innehållsanalys av lärarhandledningar visar att det finns stöd för lärarna att utveckla elevernas förmåga att samtala med och om matematik samt att föra matematiska resonemang, men att stödet varierar i stor utsträckning mellan de olika lärarhandledningarna. Innehållsanalysen är baserad på Shulmans ramverk om vilka kunskaper en lärare behöver ha för att undervisa, MKT-ramverket från Ball et al. som kopplar Shulmans ramverk till matematik samt Niss och Højgaard-Jensens ramverk om vilka kunskaper en matematiklärare behöver ha. Analysen visar att samtliga lärarhandledningar erbjuder stöd till lärare i sina ämnesdidaktiska kunskaper i form av aktiviteter som kan användas för att utveckla elevernas muntliga förmåga. Däremot varierar antalet förekomster av stöd för lärarna till sina ämnesdidaktiska- samt ämneskunskaper. / When the new curriculum was introduced in Sweden, 2011, the ability to communicate and reason in mathematics through discussions was put forward. The students’ ability to orally reason and communicate in mathematics is to be assessed in grade 6, which means that teachers need to give students opportunities to practice these skills. The purpose of the study is to analyze what kind of support teacher guides offer the teacher to help them develop the students’ ability to discuss with and about mathematics as well as to apply mathematical reasoning. A content analysis of teacher guides showed that there is support for teachers to develop the students’ ability to discuss with and about mathematics and to apply mathematical reasoning, but that the support varies to a great extend amongst teacher guides. The content analysis is based on Shulman’s knowledge base framework describing what a teacher needs to know in order to teach, the MKT-framework from Ball and colleagues that connects Shulman’s framework to mathematics and Niss och Højgaard-Jensen’s framework about which knowledge a mathematics teacher needs for teaching. The analysis shows that all analyzed teacher guides offer support in pedagogical content knowledge consisting of activities that can be used to develop the students’ orally ability. However, the amount of support varies concerning both pedagogical content knowledge and content knowledge.

Studier har visat att det i den traditionella undervisningen i matematik råder brist på förutsättningar för eleverna att utveckla sin resonemangsförmåga på ett betydande sätt (Sidenvall, Lithner och Jäder, 2015; Tranbeck, 2010; Jäder, 2015). Denna brist har identifierats som en av anledningarna till att elever har det svårt på matematikutbildningar på högskolenivå (Lithner, 2011). Detta har lett till att alternativa arbetssätt har undersökts med avseende på hur de främjar elevernas användning av resonemangsförmågan (Liljekvist, 2014; Brunström, 2015). Syftet med denna studie är att undersöka hur gymnasieelevers resonemang ser ut och vad de innehåller när de spelar spel med matematiskt innehåll från gymnasiets matematikkurser. En förståelse för detta kan bland annat möjliggöra en utvärdering av denna typ av spels relevans inom matematikundervisningen på gymnasialnivå. I denna studie studeras två gymnasieelevgruppers resonemang när de spelar ett kortspel som har ett matematiskt innehåll. Två strukturerade innehållsanalyser tillämpas i denna studie. Den första tillämpar kategorier som skapats utifrån tre olika ramverk för resonemang medan den andra utgår ifrån kategorier för ingenjörsmässiga förmågor som valts ur Conceive Design Implement Operate (CDIO) syllabus. Resultatet visar att ett flertal olika former av resonemang och ingenjörsmässiga förmågor förekommer bland elevernas resonemang. Det vanligaste är att eleverna i sina resonemang tillämpar kunskaper om generella matematiska regler och samband på ett imitativt sätt och resonemanget behandlar även samspelet mellan två variabler. Andelen kreativa resonemang var dock fortfarande högre i denna studie än i tidigare genomförda studier. Elevernas resonemang visar vidare främst på ingenjörsmässiga förmågor relaterat till initiativförmåga och beslutsfattning under osäkerhet. Utifrån resultatet görs bedömningen att det spel som studeras i denna studie är att betraktas som relevant för tillämpning inom matematikundervisningen, med några begränsningar. Mer generellt visar resultatet att när spel av den typ som studerats i denna studie används visar eleverna upp resonemangsförmågan på ett nyanserat sätt och även ingenjörsmässiga förmågor framkommer. / Studies have shown that in the traditional forms of mathematics education there is a lack of opportunity for students to improve their reasoning ability in a meaningful way (Sidenvall, Lithner och Jäder, 2015; Tranbeck, 2010; Jäder, 2015). This flaw has been identified as one reason for why students have troubles following the mathematics education at university level (Lithner, 2011). This has led to alternative methods being studied in regard to how they provide opportunities for the students to utilise their reasoning ability (Liljekvist, 2014; Brunström, 2015). The purpose of this study is to examine what the students’ reasoning looks like and its content when they play a game with mathematical content in high school mathematics courses. Understanding this can, among other things, enable an assessment of how relevant this type of games is for use in high school mathematics education. In this study, two groups of high school students reasoning are observed when they play a card game that has mathematical content. Two structured content analyses are used in this study. The first one applies categories that have been created through the combination of three other frameworks, while the second one applies categories of engineering skills that have been selected from Conceive Design Implement Operate (CDIO) syllabus. The result shows that many different forms of reasoning and engineering skills were present in the students’ reasoning. It is most common that the students’ reasoning incorporates knowledge of general mathematical rules and relations in an imitative way that also includes the interaction between two variables. The proportion of creative reasoning was higher than those found in previous studies. Furthermore, the students’ reasoning mostly reveals engineering skills related to taking initiative and decision making under uncertainty. With regards to the result the assessment is that the game that was studied in this study can be regarded as relevant for use in mathematics education, with some limitations. More generally, the result shows that when games of the type that has been studied here are used the students show the ability to reason in a nuanced way and engineering skills are also present.