Syftet med denna studie är att synliggöra elevers uppfattning av formativ bedömning i matematik. Den riktar sig främst till lärare som önskar förbättra sin undervisning. Huvudresultatet visar på att lärare kan ha en avgörande effekt på elevers lärande med utgångspunkt i om de når eleverna med formativ bedömning eller inte.  Studiens resultat kommer från fyra fokusgruppsintervjuer med totalt 14 tredjeårselever på gymnasiet av heterogen art. Det visas på en risk för eleven att hamna i ett statiskt matematiskt mindset, med låga prestationer, när matematiklärare inte når fram till eleven med formativ bedömning. Om läraren däremot når fram så att eleven ser lärmål, upplever återkoppling och har strategier, så påvisas att chanserna tenderar öka för ett dynamiskt mindset och högre prestationer. Sambandet mellan upplevd formativ bedömning och prestation gör det viktigt hur elever upplever den formativa bedömningen.

I denna kvalitativa studie har vi genomfört fokusgruppssintervjuer med elever på gymnasieskolans introduktionsprogram (IM) som ännu inte nått kunskapskraven för matematik i år 9. Syftet med studien är att få en förståelse av hur elever kan uppleva situationen att befinna sig i matematiksvårigheter samt deras syn på grundskolans matematikundervisning. Eftersom matematik är det ämne som störst mängd elever inte når målen i anser vi att det är väsentligt att se problematiken ur ett elevperspektiv för att kunna sätta in lämpliga åtgärder.  Resultaten har analyserats utifrån Brosseaus teorier om den didaktiska triangeln och Bronfenbrenners utvecklingsekologiska systemteori. De visar att elevernas negativa uppfattning om matematik till stor del beror på otydliga förklaringar och brist på hjälp. Lektionerna upplevdes som enformiga och långtråkiga och matematiken som alltför uppdelad i olika fristående områden. Dessutom upplevs ämnet som irrelevant. Resultaten visar på brister som rör den didaktiska triangelns samtliga sidor samt att problem handlar om faktorer på samtliga nivåer utifrån Bronfenbrenners systemteori.

Orientation – Talent mindset (TM) and organisational commitment (OC) are two separate constructs and it appears that a positive relationship exists between these two constructs. Research Purpose – The study aims to determine the relationship between the talent mindset and organisational commitment of academic heads of departments. Motivation for the Study – There is a vast problem in the higher education sector with regards to retaining academic staff members. In order for higher education institutions to attract and more specifically retain academic talent, one needs to implement a sound talent management model. Before such a model can be implemented with success, the organisation first needs to have a positive talent mindset. The relationship between talent mindset and organisational commitment may provide a means to develop appropriate interventions or strategies in order to enhance the talent mindset by focusing on improving the organisational commitment and vice versa. Research Design, Approach and Method – Two instruments, namely the Talent Mindset Index (TMI) and Organisational Commitment Questionnaire (OCQ), were administered to a sample of 116 heads of departments at a leading university in South Africa, 53 completed questionnaires were obtained. The responses were analysed using correlation analysis and quantitative techniques. Main Findings – Results confirm that the presence of OC is associated with a positive TM Practical / Managerial Implications – The study provides evidence that there is a correlation between OC and the TM of academic heads of departments. Thus, if management utilises existing techniques to increase OC, this should lead to the enhancement of the head of departments’ TM. The enhanced TM would equip them to implement a talent management model to attract and retain academic staff. Contribution / Value Add – By enhancing the TM of the heads of departments through utilising existing techniques to increase OC, management should be in a stronger position to implement a talent management model effectively. / Dissertation (MA)--University of Pretoria, 2014. / lk2014 / Human Resource Management / MA / Unrestricted

The goal of this work is to sum up the importance of customers'satisfaction and impact of mindsets to customers decition.

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Society is evolving and becoming increasingly digital. Even though there has been an increase in the number of digital tools in schools that have been using them in mathematics teaching, there has been no increase in comparison with other subjects. In this study, 8 teachers who teach the subject of mathematics in grades 4-6 in central Sweden were interviewed. The purpose was to find out teachers attitudes to digital tools and underlying factors and how these affect the using in mathematics teaching. The result of the interviews shows that the teachers attitudes to the use of digital tools in the subject of using is different among the teachers who participated in the study. The underlying factors that have emerged are continuing education, experience, personal interest, the environment, lack of time and hassle with techniques which all affect the teacher’s degree of using digital tools in mathematics teaching.

Vuxnas lärande i matematik är ett relativt obeforskat forskningsfält. Samtidigt är det fler och fler vuxna som kommer tillbaka till skolan för att studera. Det är väldigt vanligt att studierna sker på distans där eleverna kan känna sig väldigt ensamma i sin inlärningssituation. Vuxna lär sig inte på samma sätt som barn enligt andragogiken och de behöver bemötas på ett sätt som gynnar inlärningen. I denna studie är vuxna elever, deras färdigheter i grundläggande matematik, deras upplevelse av ämnet och motivation för fortsatta studier är i centrum. Resultatet av undersökningen visar att vuxna elever har svårigheter med framförallt bråkräkning, decimala tal och vissa typer av procentberäkningar. En signifikant positiv progression kan dock noteras under första tredjedelen av kursen. Nära hälften av eleverna i denna undersökning bär med sig väldigt negativ inställning till ämnet och tror inte på sin förmåga att lära sig matematik. Motivationen för att kunna studera vidare och förbättra sin livssituation är dock en stark drivkraft för många. Elevernas mindset, eller inställning, kan enligt forskning och resultat i denna undersökning vara avgörande för att eleverna ska lyckas med studier, den både påverkar och påverkas av positiv progression i början av kursen. En annan faktor som kan påverka progression och inlärningen är stress på grund av tidsbrist vid studier på distans.

The talent mindset of an organisation is a critical success factor which can enhance its capability in driving its strategic objectives. For some, the talent of the organisation may not yet have been defined in relation to the long term objectives whilst other organisations have defined talent but experience uncertainty around the linkage of the various talent management practices. The successful organisations are those that not only understand what core talent means to them, but how to leverage the talent in a manner that allows it to act decisively to drive competitive advantage as well as secure the future success of the organisation. These organisations generally embody a talent mindset. The purpose of this study was to explore the psychometric properties of a talent mindset index which proposes to measure the talent mindset of an organisation through its nine dimensions. The research thus aimed to define the construct validity as well as the reliability of the instrument for usage in business. The ambit of this would be to validate an instrument that could be utilised to establish intervention areas to sustain a talent mindset. Furthermore, the review would allow researchers to further explore the concept of talent mindset, mental models, culture and other related constructs. The talent mindset instrument was administered to a population of 558 Managers and HR professionals, of which a total sample of 154 was obtained within an organisation in the aviation industry. Only 150 of the response data was considered valid for usage in statistical analysis. The researcher conducted an analysis of the data in terms of the descriptives, ran an exploratory factor analysis and reviewed the reliability coefficients of the index in order to identify the psychometric properties of the instrument. The findings were that the instrument displayed a low degree of construct validity with the current methodology, as only one factor could be derived as opposed to the nine proposed in the instrument. The instrument was however found to have a high internal consistency (reliability) with a Cronbach alpha of 0.93, after the 30 items representing the factor were tested. Copyright 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Welby-Cooke, G 2010, The psychometric properties of a talent mindset index, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02162012-113318/ > C12/4/200/gm / Dissertation (MCom)--University of Pretoria, 2010. / Human Resource Management / unrestricted

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When organizations are growing, hierarchical structure makes it tougher to adapt to change. In a dynamic and fast-changing world, the need for flexibility in organizations to meet customer demands are higher thanever. What customer demands, and how customer value is created, is to some extent unclear since it varies between industries, companies, and individuals. Although many researchers have discussed customer valuefor a long time, accurate conclusions seem hard to find. Recently, many organizations have adopted Agile methodology to handle challenges in a changing business environment. However, few scientific studieshave emphasized how this can be managed well in the IT consulting industry.This study aims to investigate how customer value is affected by Agile methodology, hence an investigationof what drives customer value in the IT consulting industry is conducted. Through a literature study on customer value in the IT consulting industry, the authors have identified 16 key dimensions of customer value, which have been divided into product-based value, service-based value, and relationship-based value.A case study on Elvenite AB, who is currently transforming into an Agile organization, is used as research approach, where a total of 19 interviews with experts, employees and customers were conducted. Data wasalso collected via a validation form and by participating observation, where the authors participated in Agile ceremonies at the case study company.An analysis of the result shows that the value dimensions responsiveness, empathy, reliability, and supplier solidarity with customers are very important to customers. The results also shows that Agile methodologypositively affects the value dimensions responsiveness, communication, and flexibility the most. A chart between customer value and Agile methodology’s impact, shows that responsiveness and empathy should be emphasized the most if an Agile organization wants to maximize customer value in the IT consulting industry. Agile working methods and an Agile mindset creates value through increased transparency, alignment, and through an incremental value delivery where various stakeholders are involved. On an external level, IT consulting firms should emphasize the importance of highly valued dimension in the Agile delivery. On an internal level, Agile organizations should make sure to enable an optimal flow of prioritization andcommunication in the organization, decentralize decision-making and build Agile teams around valu