This thesis Pupils' problem solving strategies at lower and upper secondary level brings a focus on the issue outlined by the name. At the same time, it focuses on pupils' strategies to solve problems that are closely related to information literacy. At first I define basic terms for the area of word problems. Consecutively I focus on the theoretical knowledge from the area of problem solving strategies themselves. The content of the experimental part of the thesis is the survey of pupils' solutions of eight selected tasks, by which I was looking for an answer of the three basic questions of this thesis. My experiment is divided into two branches. The first branch of the experiment took place at the lower level of the multi-year grammar schools. The second branch of the experiment took place at the higher grade of the multi-year grammar schools and, to a small extent, at the secondary school. The theoretical part contains views of various authors on issue of problems and word problems. I present and compare these individual approaches. The result is the demarcation of the terms needed for the experimental part of the work. The main aim of the experimental part of the thesis is to find the answers of three basic questions of this thesis, where I was using data from lower and higher grades of...

Learning disabilities are a life-long problem for many individuals. Besides the adjustments all adolescents experience in life, learning disabled adolescents must contend with academic problems at school which have a drastic effect on their selfesteem. This becomes particularly evident when these pupils face the demands of the secondary school syllabus where they have to be able to concentrate, read for information, memorise facts, answer questions and solve problems, and write assignments. By the time learning disabled adolescents reach secondary school they have already experienced so much failure that they become passive towards their studies. Teaching these pupils metacognitive learning strategies covering these skills helps them to become more independent learners. Through executive training procedures they are assisted to become more involved in their studies, the promotion of better self-regulation and self-monitoring is fostered, and as their scores improve, so does their motivation and selfconcept / Educational Studies / M.Ed. (Orthopedagogics)

This paper presents the results of an investigation that aimed to analyze the strategies adopted by Aracajunian students of final year of elementary school to solving geometric problems. For this, we turn to problems taken from the books of |The Conquest Collection of Mathematics| authored by Giovanni Jr and Castrucci (2009) to develop an instrument that was initially applied to the students of 7th to 9th grades four municipal schools. After an examination of the responses submitted, a script was prepared to conduct semi-structured interviews with individuals who had different strategies through the first instrument collection. The theoretical assumptions were taken primarily from Polya (1978) for the understanding of mathematical problem geometric, their typology and possible resolution procedures. According to the examination of Polya (1978), a geometric problem characterized by ordering the contents geometry to solve it. The types of mathematical problems, according to the author can be classified from the utterance as routine, practical, and puzzle heuristic, and also for its solution are forms of determination and demonstration. Strategies to solve geometric problems highlighted in the book |The Art of Problem Solving| are using notation and formulas, as well as idealization or making figures. The results indicate that students have to geometrical problems responses, all three types by means of figures and then through arithmetic strategy. Records and algebraic strategies do not occur to students of Year 7, students are tentatively expressed by the following year and begin to gain prominence in the 9th grade classes. Students of years the different elementary school to solve routine problems similar to position geometry, in general, do not get the same success in the resolution, and the classes of 9th grade using guaranteed geometric strategy, while classes of Year 7, even if they have auxiliary notations demonstrate not feel secure about your solution, because their calculations up to justify their answers. Practical issues, applied to students in Year 7, related to the area have been resolved through the notion of perimeter, since the 8th grade students had good understanding of the concepts related to angles. In both cases there is a strong presence of geometric and arithmetic strategies. In short the figures are an important resource for these students develop their strategies with greater freedom of exposition, because through them, takes the stimulus to creativity and exercise for the establishment of solution plans. / O presente trabalho apresenta os resultados de uma investigação que teve como objetivo analisar as estratégias adotadas pelos alunos aracajuanos dos anos finais do ensino fundamental para resolução de problemas geométricos. Para isso, recorremos à problemas retirados dos livros da Coleção A Conquista da Matemática de autoria de Giovanni Jr e Castrucci (2009) para elaborar o instrumento que foi aplicado inicialmente aos alunos de 7º ao 9º anos de quatro escolas municipais. Após um exame das respostas apresentadas, foi elaborado um roteiro para realizar entrevistas semiestruturadas com os sujeitos que apresentaram estratégias diferenciadas por meio do primeiro instrumento de coleta. Os pressupostos teóricos foram tomados basicamente de Polya (1978) para o entendimento sobre problema matemático geométrico, sua tipologia e os possíveis procedimentos de resolução. De acordo com o exame de Polya (1978), um problema geométrico caracteriza-se por requisitar conteúdo da Geometria para resolvê-lo. Os tipos de problemas matemáticos, de acordo com o referido autor podem ser classificados a partir do enunciado como rotineiro, prático, enigma e heurístico, e também pela sua solução que são das formas determinação e demonstração. As estratégias para resolver problemas geométricos evidenciadas na obra A Arte de Resolver Problemas são uso de notação e de fórmulas, como também idealização ou confecção de figuras. Os resultados da pesquisa indicam que os alunos apresentam respostas aos problemas geométricos, de todos os três tipos, por meio de figuras e em seguida por meio de estratégia aritmética. Os registros e estratégias algébricas não ocorrem aos alunos de 7º ano, se expressam timidamente pelos alunos do ano sucessivo e começam a ganhar destaque nas turmas de 9º ano. Alunos de diferentes anos do ensino fundamental ao resolverem problema rotineiro similar sobre geometria de posição, em geral, não obtêm o mesmo sucesso na resolução, sendo que as turmas de 9º ano utilizam com garantia a estratégia geométrica, enquanto as turmas do 7º ano, ainda que disponham de notações auxiliares, demonstram não se sentir seguros sobre sua solução, pois apresentam até cálculos para justificar suas respostas. Os problemas práticos, aplicados a alunos de 7º ano, relacionados a área foram solucionados através da noção de perímetro, já os alunos de 8º ano, apresentam boa compreensão dos conceitos relacionados a ângulos. Em ambos os casos há forte presença de estratégias aritméticas e geométricas. Em suma as figuras constituem um importante recurso para esses alunos desenvolverem suas estratégias com maior liberdade de exposição, pois através delas, se dá o estímulo para a criatividade e o exercício para o estabelecimento de planos de solução.

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Dans cette étude qualitative descriptive/interprétative, nous cherchons comment des enseignantes réputées expertes au deuxième cycle du primaire au Québec prévoient la différenciation pédagogique en résolution de problèmes mathématiques. Pour comprendre les contraintes et conditions de cette prévision, nous avons utilisé le modèle de Verschaffel, Greer et De Corté (2000) qui un modèle didactique crée pour comprendre les différentes phases de la démarche par laquelle passe l’élève pour résoudre un problème. Nous avons couplé ce modèle avec les dispositifs de la différenciation pédagogique de Tomlinson (2000) à savoir la différenciation des processus, la différenciation des productions, la différenciation des structures et la différenciation des contenus. Dans chaque phase de la démarche et chaque dispositif évoqué par les enseignantes, nous avons décrit les adaptations en général et les adaptations pour un ou des élèves en particulier. Il en ressort que prévoir comment différencier en résolution de situations-problèmes mathématiques relève d’un défi. En effet, même si les enseignantes rapportent prévoir utiliser un grand nombre de gestes de pratique pour tenir compte des besoins diversifiés de leurs élèves, elles semblent vouloir garder prise sur la plupart des explications avant de laisser les élèves se lancer seuls dans la résolution de la situation-problème mathématique. Cela s’explique par les contraintes nombreuses à gérer ainsi que leur perception de l’étayage à mettre en place pendant la recherche des élèves. Cela a pour conséquence de ne pas toujours exposer les élèves à risque au travail avec leurs pairs -bien qu’ils bénéficient alors grandement des rétroactions immédiates de l’enseignante- et a tendance à laisser de côté les besoins des élèves avancés. / In this qualitative study in a descriptive/interpretative model, we look for how teachers, supposedly experts in second grade in primary school in Québec predict differenciated instruction in solving problems. To understand the constraints and conditions around this prediction, we used Verschaffel, Greer and De Corté’s model (2000) wich is a didactic model to understand the different steps of the student to solve a problem. To complete this model, we used the differenciated devices of Tomlinson (2000) : differenciated process, differenciated productions, differenciated structures and differenciated contents. In the five phases of the process and in each device evocated by the teachers, we explained adaptation in general and adaptation for one or several students. It shows that predicting how to differenciate in solving problems is a challenge. Indeed, even if the teachers say they predict to use a certain amount of adaptations to take in consideration the needs of all the students, they seem to wanting to keep hold on most of the explanation before letting the student to start to try and solve the problem on their own. We explain this by the constraints to deal with and their perception of the scaffolding to be put in place during the search of solving. As consequence, it does not expose enough the at risk students to the work with their peers – altough they get great advantage of the immediate retroactions of the teacher- and has the tendency to left on side the needs of the advanced students.

Solicitud de embargo por publicación en revista indexada. / Los problemas aritméticos de enunciado verbal constituyen una parte fundamental del área de Matemáticas, ya que su enseñanza y resolución son una de las grandes dificultades que enfrentan los profesores y estudiantes. En este trabajo desde un enfoque cualitativo se realizará un análisis didáctico respecto al Conocimiento especializado del profesor de Matemáticas (MTSK) sobre los problemas aritméticos de enunciado verbal (PAEV). / Verbal arithmetic problems are established as one of the essential parts of the Area of Math, since their teaching and resolution are one of the great difficulties faced by teachers and students. In this work, from a qualitative perspective, a didactic analysis will be carried out with respect to the Mathematics Teacher Specialized Knowledge (MTSK) on the arithmetic problems of verbal statement (PAEV). / Trabajo de investigación

The emergence of social entrepreneurship in Russia has historical roots and is a new approach to solving social problems. The article presents an analysis of the prerequisites for the formation of a new category in social life. Social entrepreneurship can be safely attributed to the socially responsible activities of small and medium-sized businesses aimed at solving social problems. In modern Russia the number of social entrepreneurs who started their activities initially as a subject of social entrepreneurship is little. Commercial enterprises often become social. In Russia the problem of social entrepreneurship is not theoretically understood. At the moment there is a lack of research on social entrepreneurship. In Russia the development of the concept of social entrepreneurship is formed on the basis of practice which undoubtedly causes difficulties. Social entrepreneurship is represented primarily in the areas of health, education and social services. However, the field of social entrepreneurship can include the solution of many problems affecting society. The practice of social entrepreneurship in Russia faces a number of problems such as the definition of the organizational and legal form of the enterprise, the presence of the current legislative framework regarding the phenomenon, the lack of state programs that stimulate social entrepreneurs to introduce innovations in the social sphere. / Выпускная квалификационная работа на тему «Внедрение социального предпринимательства в сферу образования стран СНГ: Российская Федерация и Республика Казахстан» содержит введение, 3 главы, 6 параграфов, включающие 2 таблицы, 5 рисунков, заключение и библиографический список. Научная работа содержит 120 листов машинописного текста, 88 литературных источников, 3 приложения. В результате проведенного исследования были достигнуты следующие основные результаты: в первой главе рассмотрено большое количество определений социального предпринимательства, предложена авторская трактовка понятия социального предпринимательства, выделены конкретные факторы, отличающие социальное предпринимательство от традиционного предпринимательства, рассмотрены характеристики социального предпринимательства, выделены этапы в становлении социального предпринимательства, рассмотрен исторический аспект появления и развития социального предпринимательства в России и за рубежом; во второй главе изучено развитие социального предпринимательства конкретно в сфере образования в Российской Федерации и Республике Казахстан, рассмотрено правовое обеспечение социального предпринимательства двух стран, проанализированы проекты социального предпринимательства в России и Казахстане; в третьей главе предложена модель, способная отразить механизм работы социального предпринимательства в сфере образования, отвечающая возможностям стран СНГ, рассмотрены проблемы и риски реализации данной модели.