The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students. The phenomena which stand in focus for the investigation is: why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed in intercultural comparison within the years 1993, 1999, 2003 and 2007. The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most. Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics.

The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up. A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day. In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them. There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.

Submitted by LUCIANO PERES null (lucianoperes01@gmail.com) on 2016-09-29T02:09:08Z No. of bitstreams: 1 Dissertação Definitiva - 28 - 09.pdf: 7213494 bytes, checksum: 291f0fca234e8751f882025937ce0015 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-09-29T12:50:58Z (GMT) No. of bitstreams: 1 peres_l_me_sjrp.pdf: 7213494 bytes, checksum: 291f0fca234e8751f882025937ce0015 (MD5) / Made available in DSpace on 2016-09-29T12:50:58Z (GMT). No. of bitstreams: 1 peres_l_me_sjrp.pdf: 7213494 bytes, checksum: 291f0fca234e8751f882025937ce0015 (MD5) Previous issue date: 2016-09-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O uso de algumas tecnologias como ferramentas de ensino em salas de aula já não causa tanto entusiasmo, pois dificilmente os softwares educacionais fazem frente aos jogos com os quais os alunos estão familiarizados. Dentro desse contexto, o resgate de jogos de tabuleiros como instrumentos de auxílio do processo ensinoaprendizagem de Matemática se torna muito útil e segue na contramão dos jogos de computadores, pois há uma maior interação entre os alunos, contribuindo também para aumentar a capacidade dos mesmos de tomarem decisões e criarem estratégias. O presente estudo tem como objetivo analisar os resultados da utilização desses jogos nas aulas de Matemática e também como os mesmos podem contribuir na educação de alunos que possuem Necessidade Educacional Especial. Para tanto foram trabalhados dois jogos cujas origens são de países distintos: o Mancala (origem africana) e o Quoridor (também conhecido como bloqueio, de origem italiana). / The use of some technologies as teaching tools do not cause a lot of enthusiasm by now, since educational softwares hardly meet the standards of the games students are familiarized. In this context, the renewal of interest for board games as tools for helping the process of Mathematics teaching and learning becomes useful and is in the opposite direction of computer games, since there are a better interaction between students, and it contributes to increase their capacity of decision and strategy-making. This study aims to analyze the results of the utilization of these board games in Mathematics classes and how they can contribute for the education of students with special needs. Thus, two board games, of two different origins, were analyzed: the Mancala (from Africa) and the Quoridor (also known as “bloqueio”, of Italian origin).

Bug bounties are an increasingly popular way of performing penetration tests of web applications. User statistics of bug bounty platforms show that a lot of hackers struggle to find bugs. This report explores a way of using Markov decision processes and reinforcement learning to help hackers find vulnerabilities in web applications by building a tool that suggests attack surfaces to examine and vulnerability reports to read to get the relevant knowledge. The attack surfaces, vulnerabilities and reports are all derived from a taxonomy of web vulnerabilities created in a collaborating project. A Markov decision process (MDP) was defined, this MDP includes the environment, different states of knowledge and actions that can take a user from one state of knowledge to another. To be able to suggest the best possible next action to perform, the MDP uses a policy that describes the value of entering each state. Each state is given a value that is called Q-value. This value indicates how close that state is to another state where a vulnerability has been found. This means that a state has a high Q-value if the knowledge gives a user a high probability of finding a vulnerability and vice versa. This policy was created using a reinforcement learning algorithm called Q-learning. The tool was implemented as a web application using Java Spring Boot and ReactJS. The resulting tool is best suited for new hackers in the learning process. The current version is trained on the indexed reports of the vulnerability taxonomy but future versions should be trained on user behaviour collected from the tool. / Bug bounties är ett alltmer populärt sätt att utföra penetrationstester av webbapplikationer. Användarstatistik från bug bounty-plattformar visar att många hackare har svårt att hitta buggar. Denna rapport undersöker ett sätt att använda Markov-beslutsprocesser och förstärkt inlärning för att hjälpa hackare att hitta sårbarheter i webbapplikationer genom att bygga ett verktyg som föreslår attackytor att undersöka och sårbarhetsrapporter att läsa för att tillgodogöra sig rätt kunskaper. Attackytor, sårbarheter och rapporter är alla hämtade från en taxonomi över webbsårbarheter skapad i ett samarbetande projekt. En Markovbeslutsprocess (MDP) definierades. Denna MDP inkluderar miljön, olika kunskapstillstånd och handlingar som kan ta användaren från ett kunskapstillstånd till ett annat. För kunna föreslå nästa handling på bästa möjliga sätt använder MDPn en policy som beskriver värdet av att träda in i alla de olika tillstånden. Alla tillstånd ges ett värde som kallas Q-värde. Detta värde indikerar hur nära ett tillstånd har till ett annat tillstånd där en sårbarhet har hittats. Detta betyder att ett tillstånd har ett högt Q-värde om kunskapen ger användaren en hög sannolikhet att hitta en sårbarhet och vice versa. Policyn skapades med hjälp av en typ av förstärkt inlärningsalgoritm kallad Q-inlärning. Verktyget implementerades som en webbapplikation med hjälp av Java Spring Boot och ReactJS. Det resulterande verktyget är bäst lämpat för nya hackare i inlärningsstadiet. Den nuvarande versionen är tränad på indexerade rapporter från sårbarhetstaxonomin men framtida versioner bör tränas på användarbeteende insamlat från verktyget.

Evaluation of teacher training has been conducted primarily on pre-service contexts and has focussed almost exclusively on evidence of impact in terms of changes in teachers’ behaviour or beliefs. Using a responsive / constructivist methodology my research focuses on an in-service context and takes the participants as the starting point of the research in order to examine both the processes of teacher learning (i.e. how do teachers learn) as well as the product (what are their claims, concerns and issues) regarding the training programme. The emergent data is analysed with findings grounded in the literature of teacher learning and parallels made with my own reflections on the processes of learning through the research experience itself. The evaluation focuses on a Cambridge In Service Certificate of English Language Teaching (ICELT) training course which is designed as an internationally appropriate INSET programme that can satisfy the training needs of (both native and non-native) EFL teachers. The research is valuable because we do not know how teachers learn on a training course. Through a review of the literature and exploiting the imagery of a metaphorical journey of development, I formulate a framework for analysing teacher learning which distinguishes between practical (applied) knowledge, conceptual knowledge and knowledge of self. This theoretical framework provides a lens to analyse data emerging during the evaluation. The research advocates an alternative ‘constructivist – responsive’ method of evaluation for teacher education programmes that has the dual aim of learning through the evaluation (process) as well as from the evaluation (product). The research methods follow a Fourth Generation Evaluation model (Guba and Lincoln 1979). The results show that in terms of the evaluation outcomes (product) we can identify modes of learning that concern tasks (how), knowing (what) and awareness of self and socio-cultural context (why). Analysis of the teachers’ talk as collaborative interaction showed little evidence of learning taking place. There were no obvious sections of exploratory talk that is conducive to the construction of new meanings and learning. However by analysing teachers’ talk as a manifestation of individual modes of thinking we are able to identify modes of thinking that have clear parallels with the framework of teacher learning depicted above: techno-rationale thought (how), reflective thought (what) and critical thought (why).The descriptive framework therefore depicts the integration of levels for both the process of learning and the products of learning and as such is a powerful tool for teacher educators. Teachers need to operate on all three levels in their professional lives. The study challenges some well-established assumptions in teacher training evaluation. In terms of epistemology, teacher learning is life-long and individual. Human learning occurs on three levels: physical (body), mental (mind) and spiritual (soul) and these levels describe how we think as well as what we do. Evaluation of any training course needs to take into consideration the dimensions of learning, the influence of the socio-cultural context and recognise the interconnectedness of process and product (i.e. how the traveling and the journey interact).

<p>Cilj. Cilj disertacije je razvoj pro&scaron;irive softverske platforme za upravljanje kurikulumom u internacionalizovanom visokom obrazovanju koja doprinosi razvoju zajedničkog jezika u istraživanju kurikuluma, a da se pri tome ne ograniče lokalne zajednice prakse istraživanja kurikuluma pozicionirane u nacionalno-specifične obrazovne kontekste, odnosno da se pokaže da je moguće primeniti postojeće međunarodne standarda, pro&scaron;irene eventualnim dodatnim zahtevima, u visoko&scaron;kolskom sistemu Republike Srbije.<br />Metodologija. Kao osnova za modeliranje metapodataka kojima se opisuju kurikulumi u internacionalizovanom visokom obrazovanju kori&scaron;ćeni su međunarodni standardi MLO-AD i MLO ECTS IP/CC za predstavljanje obrazovnih prilika. Za predstavljanje metapodataka kori&scaron;ćene su OWL ontologije. Za razvoj sistema kori&scaron;ćena je iterativna metoda razvoja softvera, a implementacija je izvr&scaron;ena kori&scaron;ćenjem programskih jezika Java i Python, XML tehnologije, tehnologije veb servisa i tehnologije Semantičkog Veba. Verifikacija modela metapodataka i sistema za upravljanje kurikulumom je izvr&scaron;ena na realnom studijskom programu akreditovanom na na Fakultetu tehničkih nauka u Novom Sadu.<br />Rezultati. U ovoj disertaciji ostvareni su sledeći rezultati:<br />Predložen je model podataka za upravljanje kurikulumom u internacionalizovanom visoko&scaron;kolskom obrazovanju baziran na konceptu obrazovne prilike kao osnovne jedinice za upravljanje kurikulumom, uz oslonac na standardne modele metapodataka za predstavljanje obrazovnih prilika u Evropskoj oblasti visokog obrazovanja.<br />Predložena je ma&scaron;inski čitljiva reprezentacija modela putem sintakse dovoljno ekspresivne za implementaciju modela i sama implementacija modela u obliku OWL ontologije.<br />Predložena je formalna, ma&scaron;inski čitljiva reprezentacije obrazovnih ciljeva koja omogućuje proveru konzistentnosti kurikuluma.<br />Predložena je softverska arhitektura platforme čija je prednost mogućnost jednostavnog pro&scaron;irivanja novim servisima, uključujući i integraciju sa drugim sistemima.<br />Ograničenja istraživanja/implikacije. Osnovno ograničenje teorijskog okvira kojim se razvoj platforme pozicionira u internacionalizovano istraživanje kurikuluma je &scaron;to postojeća praksa upravljanja kurikulumom jo&scaron; uvek odstupa od proklamovanih smernica. Implikacija je ograničena mogućnost da korisnici u punoj meri koriste platformu. Ograničenja predloženog modela odnose se na potrebu njegovog pro&scaron;irivanja zarad zadovoljavanja specifičnih potreba krajnjih korisnika. Implikacija je potreba da se ulože dodatni napori za zadovoljavanje specifičnih potreba korisnika. Ograničenja u delu ma&scaron;inski čitljive reprezentacije su direktna posledica postojećih ograničenja tehnologija Semantičkog Veba u domenu semantičke ekspresivnosti i performansi. Implikacije su ograničena mogućnost kontekstualno zavisnog opserviranja kurikuluma i ograničena mogućnost praktičnog kori&scaron;ćenja reprezentacije modela zbog problema performansi aplikacija Semantičkog Veba.<br />Praktične implikacije. Krajnja namena ovog modela je unapređivanje semantičke interoperabilnosti u Areni Evropskog Visoko&scaron;kolskog obrazovanja putem tehničkog mapiranja informacija o kursevima i drugim obrazovnim prilikama na interoperabilnu specifikaciju obrazovnih prilika. Platforma ima sledeće moguće praktične primene:<br />Ogla&scaron;avanje kurseva.<br />Posredovano prijavljivanje (brokerski servis) za uče&scaron;će u obrazovnim prilikama,<br />Poređenje obrazovnih prilika (u odnosu na referentne repere i međusobno),<br />Evaluacija i kontrola kvaliteta akademskih obrazovnih prilika,i<br />Praćenje studentskog postignuća (Transcript of Records, ToR).<br />Originalnost/vrednost. Originalan doprinos nauci je sledeći.<br />Artikulisanje teorijskog okvira istraživanja kojim se razvoj platforme za upravljanje kurikulumom u internacionalizovanom visokom obrazovanju pozicionira u internacionalizovano istraživanje kurikuluma i koncept obrazovne prilike usvaja kao osnovna jedinica za upravljanje kurikulumom.<br />Predlog modela podataka za upravljanje kurikulumom u internacionalizovanom visoko&scaron;kolskom obrazovanju baziran na konceptu obrazovne prilike kao osnovne jedinice za upravljanje kurikulumom, uz oslonac na standardne modele metapodataka za predstavljanje obrazovnih prilika u Evropskoj oblasti visokog obrazovanja.<br />Predlog ma&scaron;inski čitljive reprezentacije modela putem sintakse dovoljno ekspresivne za implementaciju modela i sama implementacija modela u obliku OWL ontologije.<br />Predlog formalne, ma&scaron;inski čitljive reprezentacije obrazovnih ciljeva koja omogućuje proveru konzistentnosti kurikuluma.<br />Predlog softverske arhitekture platforme baziran na predloženom modelu i tehnologijama Semantičkog Veba.<br />Prototipska implementacija i njena primena na studiji slučaja realnog akreditovanog studijskog programa predstavljaju verifikaciju i potvrdu praktične vrednosti predloženog modela i softverske arhitekture platforme.</p> / <p>Purpose &ndash; The aim of the dissertation is the development of extensible software platform for managing internationalized curriculum in higher education. The platform contributes to the development of shared curriculum study language which does not limit the local educational practices. The solution proposed in this dissertation is in accordance with the national- specific educational context as well as existing international standards and is fully applicant to the higher education system of the Republic of Serbia .<br />Design/methodology/approach &ndash; The platform is based upon the international standards MLO -AD and MLO ECTS IP / CC that represent learning opportunities. The standards are implemented as OWL ontologies. The system was developed by using iterative software development methods , and the implementation is done by using Java and Python programming language , XML technologies, Web services and Semantic Web technologies. The verification of the metadata model and the system in whole is carried out on an accredited degree program in the Faculty of Technical Sciences in Novi Sad.<br />Findings. In this dissertation, following results were achieved:<br />&bull; The data model for managing curriculum in internationalized higher education based upon the concept of learning opportunities and relying on the standardized metadata model for representing the learning opportunities in the European higher education area was proposed.<br />&bull; The machine readable representation of the model was adopted. The syntax is expressive enough for the implementation of the model. The model was implemented as a set OWL ontologies.<br />&bull; The formal, machine readable representation of educational objectives which allows formal curriculum evaluation and consistency check is proposed.<br />&bull; The extensible platform for managing curriculum in the internationalized higher education is proposed.<br />Research limitations / implications &ndash; The main limitation of the theoretical framework that is the basis of the platform is that existing educational practice often is not consistent with the contemporary findings of the curriculum theory. The implication of this fact is limited ability for users to make full use of the platform. Limitations of the proposed model are related to the need for its extensions that should satisfy the specific needs of the end users. The implication of this limit is the need to make additional efforts to meet the specific needs of the users. Limitations concerning the machine-readable representations of the model are a direct consequence of the limitations of existing Semantic Web technologies in the domain of semantic expressiveness and performance. The implications are limited possibility of contextually dependent observation of the curriculum and the limited possibility of practical use of the model representation due to the performance problem present in the Semantic Web applications.<br />The practical implications. The main purpose of this model is to improve semantic interoperability in the European higher education area through the mapping of the information on courses and other educational opportunities onto the interoperable specification of learning opportunities . The platform has the following practical applications:<br />&bull; Course advertising.<br />&bull; Mediated enrollment (brokerage services) to learning opportunities,<br />&bull; Comparison of learning opportunities (relative to the reference benchmarks and each other),<br />&bull; Evaluation and quality control of academic learning opportunities , and<br />&bull; Monitoring of student achievement (Transcript of Records, ToR) .<br />Originality/value &ndash;The scientific contribution of this dissertation are following:<br />&bull; Articulating the theoretical framework necessary for the development of the platform for curriculum management in internationalized higher education.<br />&bull; Development of the data model based upon the concept of the learning opportunities.<br />&bull; Proposing the machine-readable representation of the model through syntax expressive enough for the implementation of the model and the actual implementation of the model in the form of OWL ontologies.<br />&bull; Proposing a formal, machine-readable representation of educational objectives, which allows curriculum consistency check.<br />&bull; Proposing the software platform based on the proposed model and the Semantic Web technologies.<br />The proposed platform was verified by implementing a prototype and applying it to the case study of an accredited degree program held at the Faculty of Novi Sad.</p> / null

This master thesis concerns progress of junior school pupils in understanding of equations. It describes benchmark problems and mathematical environments in which equations and equation systems occur. Occurrences of such exercises in text books for primary schools are also mapped here. The main part of this thesis is focused on comprehension of pupils' intellectual actions during solving the equations. Thanks to several experiments, it includes description of pupils' solutions of exercises. The result of the phenomenal analysis of pupils' solving processes is an overview of phenomena, which appeared during solving exercises.

Made available in DSpace on 2016-04-04T18:32:29Z (GMT). No. of bitstreams: 1 Rosemary Cardoso Cabral.pdf: 2345401 bytes, checksum: dac4a7079721f691b78a1b845892a8d1 (MD5) Previous issue date: 2006-08-25 / Based in the Une of Research Universidade, Doc?ncia e Forma??o de Professores, this work presents as main point the concern with the practical professor in an Institution of Superior Education in the city of Campinas/SP. Leaving of the principie of that it had a great increase of legal courses e, consequently, increase of the act of contract of professors of superior education, was made a together study to the pupils of the fifth year of the mentioned law school to know which the analysis that they make on the didactics of its professors and as she is, in the vision of them, the process teach-Iearning. Also some professors had been heard - the most cited for the pupils as being the best ones - and had been made comparisons regarding its opinions and of the pupils. The result was surprising, as much the pupils how much the professors have ideas and opinions very seemed and were clearly that what more if values in a legal course is the traditional one, as much in relation to the methodology used in the lessons (they prefer the lesson expositive) when to the evaluations. With this study, he was possible to identify what he can be moved or not and as the professor must ahead act of traditional pupils and the possibilities of change of this picture for a situation of bigger search of the learning. / Baseado na Linha de Pesquisa Universidade, Doc?ncia e Forma??o de Professores, este trabalho apresenta como ponto principal a preocupa??o com a pr?tica docente numa Institui??o de Ensino Superior na cidade de Campinas/SP. Partindo do princ?pio de que houve um grande aumento dos cursos jur?dicos e, conseq?entemente, aumento da contrata??o de professores de educa??o superior, foi feito um estudo junto aos alunos do quinto ano da faculdade de Direito mencionada para saber qual a an?lise que eles fazem sobre a did?tica dos seus professores e como est?, na vis?o deles, o processo ensino-aprendizagem. Tamb?m foram ouvidos alguns professores - os mais citados pelos alunos como sendo os melhores - e foram feitas compara??es a respeito das suas opini?es e as dos alunos. O resultado foi surpreendente, tanto os alunos quanto os professores t?m id?ias e opini?es muito parecidas e ficou claro que o que mais se valoriza em um curso jur?dico ? o tradicional, tanto em rela??o ? metodologia utilizada nas aulas (preferem a aula expositiva) quando ?s avalia??es. Com esse estudo, foi poss?vel identificar o que pode ser mudado ou n?o e como o professor deve agir diante de alunos tradicionais e as possibilidades de mudan?a desse quadro para uma situa??o de maior busca da aprendizagem.

Im Beitrag werden die Erfahrungen mit dem Forschungstagebuch als Prüfungsleistung im Rahmen eines kultursoziologischen Seminars dargestellt. Es wird gezeigt, wie und warum sich diese Lern- und Prüfungsform für die Vermittlung von qualitativen Methoden in der Sozialforschung besonders eignet und welche Potenziale sich damit verbinden. Zudem wird ein Vorschlag für die Gestaltung eines Forschungstagebuches gemacht. Schließlich wird darauf eingegangen, wie das Forschungstagebuch als „dramaturgische Klammer“ den Seminarablauf mitgestaltet und wie es das gemeinsame Arbeiten mit den Studierenden beeinflusst.

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