| 31701. |
- Dyrvold, Anneli, 1970-, et al.
(författare)
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Meeting the needs of today’s society – developing collaborative problem solving skills
- 2019
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Ingår i: NERA 2019 Programme. ; , s. 501-502
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Konferensbidrag (refereegranskat)abstract
- In a globalized world, the ability to collaborate in problem solving is essential. Increasingly high demands are placed on the ability to collaborate with people with different perspectives and cultural background, and our educational systems plays an eminent role in the development of such an ability. On the other hand, both private and professionally, aspects of individualism and expectations to compete are very common. Accordingly, it may not be a clear-cutdecision for individuals to prioritize the development of collaborative problem solving skills. The PISA survey has been investigating problem solving skills since 2003 and in PISA 2015 collaborative problem solving was tested for the first time (OECD, 2017). The results show good individual problem solvers are not necessarily successful in collaborative problem solving.The aim of the study is to contribute knowledge about how a designed milieu can contribute to collaboration in problem solving and to development of collaborative problem solving skills. In particular, it is stressed how different features of the milieu become important throughout the collaborative work. Theoretically the study is framed by Brouesseau’s theory of didactical situations, the concept of milieu and three types of situations: situations of situations of action, situations of formulation, and situations of validation (Brousseau, 2006). Data is collected from collaborative problem solving in mathematics, where a designed tool-box with requests to interact is included in the milieu toencourage and support the collaborative work. The negotiation of meaning and the extent to which real collaboration come into being is analyzed in the three types of situations. A detailed analysis ofthe extent to which the students’ milieu is shared and the role the tool-box has for the milieu will contribute in-depth knowledge about how the development of collaborative problem solving skills can be supported.Preliminary analyses reveal students’ interactions with the design element of the milieu, the toolbox, do largely influence which types of situations the students engage in and how the collaboration proceeds. Unexpectedly, the collaboration resulting from the use of the tool-box was not only fruitful. In some cases, it was used in arather mechanical manner, distorting the collaboration from the problem solving. Social conventions also seem to hinder the validation to proceed, because of a strive for agreement.The study is relevant in a modern society where collaboration skills are essential. In addition, collaborative problem solving seems to be an equality issue in the Nordic countries. In all nordic countries except Norway the percentage of top performers in collaborative problem solving among top performers in science, reading and mathematics is higher than the OECD average (OECD,2017). This may indicate it is mainly the top performers that are given support in development of collaborative problem solving skills, something that needs to be considered in education.
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| 31702. |
- Dyrvold, Anneli, 1970-, et al.
(författare)
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Static, dynamic and interactive elements in digital teaching materials in mathematics : how do they foster interaction, exploration and persistence?
- 2023
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Ingår i: LUMAT. - : University of Helsinki. - 2323-7112. ; 11:3, s. 103-131
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Tidskriftsartikel (refereegranskat)abstract
- Contemporary comprehensive mathematics teaching material covering whole courses has developed substantially from the early versions that roughly were ‘books as pdf’ with some complementary online material. In teaching materials that are offered in online web portals (digital teaching platforms) a variety of dynamic and interactive elements can be utilised, offering new ways to engage with mathematics. Despite this recent development, the variety of affordances of the digital environment are utilised to a surprisingly small extent. The pros and cons with digital teaching materials in mathematics are debated, and publishers advertise with arguments about algorithms that lay out an ideal learning path and about joyful content. Critical for students’ learning while working with teaching materials is however that they find it meaningful to use the materials, a persistence in the interaction with the materials, and furthermore that the willingness to explore mathematics remains. In this study students’ interaction with digital teaching material with various kinds of dynamic and interactive elements supplementing the static parts in the presentation of new content is explored. Differences in students’ attention to mathematical facts, essential in the problem solving, is captured using an eye-tracker. Analyses of differences in attentive behaviour depending on the kind of digital element that are used for presentation reveal that the type of digital element that students attend the least to is static elements. Differences in what is offered to and what is demanded from a reader when mathematical facts are presented using various digital elements is discussed and potential implications from the results are suggested.
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| 31703. |
- Dyrvold, Anneli, 1970-
(författare)
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The mathematics in the taskstext
- 2017
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Ingår i: PME 41. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. - Singapore. - 9789811137426 ; , s. 2-289-2-296
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Konferensbidrag (refereegranskat)abstract
- This study focuses on textual features that can be demanding in the reading of mathematics tasks. Two types of qualitative analyses are conducted on a few tasks to explore and evaluate what some previous statistical relations between particular textual features and the tasks reading demand stand for. First, the type of progression between the content represented as natural language is analysed. Second, the interaction between all semiotic resources of the text (i.e. natural language, mathematical notation, and images) is analysed. Preliminary results indicate that a reading demand that is unwanted in mathematics tasks seems to be related to features of the natural language but not to interaction between words and images or mathematical notation.
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| 31704. |
- Dyrvold, Anneli, 1970-
(författare)
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Which textual features are difficult when reading and solving mathematical tasks? : Questions of Theme and Rheme
- 2016
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Ingår i: Proceedings of the 40th Conference of the International Group for the psychology of Mathematics Education. - : International Group for the Psychology of Mathematics Education. - 9781365455063 ; , s. 150-150
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Konferensbidrag (refereegranskat)abstract
- In this study a combination of statistical and qualitative methods are used to explore the potential role the presence of, and interaction between, different semiotic resources have for how difficult mathematics tasks are to read and solve. The semiotic resources of interest are natural language, mathematical notation, and different types of images. Two different dependent variables are used: one that explains a general task difficulty and one that explains the tasks demand on a general reading ability. T-tests have revealed that tasks with four particular combinations of semiotic resources are solved to a significantly lower frequency than other tasks. Moreover, chi-square tests reveal that the same tasks are overrepresented in the group of tasks for which a general reading ability is not beneficial to use in the solving process. The results of those statistical tests do however only contribute an understanding of what presence of and cooccurrences of particular semiotic resources mean for the reading and solving of mathematics tasks.The second step in this study is therefore a qualitative analysis of a few tasks from two particular groups of tasks identified in the statistical analyses, namely i) tasks that are more difficult to solve and for which a general reading ability is not beneficial to use, and ii) tasks for which a general reading ability is highly beneficial to use in the solving process. The purpose of the qualitative analysis is to explore relations within and between the semiotic resources in tasks that are identified as extremes in the statistical tests (the ones mentioned above). Therefore the method for the qualitative analyses is based on theory about texture (Liu & O'Halloran, 2009) and Kress’ concepts translation and transduction (Kress, 2010). The results will contribute to an understanding of the role that multisemiotic features in task text have for aspects of task difficulty.
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| 31705. |
- Dyrvold, Anneli, 1970-
(författare)
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Which textual features are difficult when reading and solving mathematics tasks?
- 2017
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Ingår i: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). - Dublin : Dublin City University. - 9781873769737 ; , s. 1412-1413
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Konferensbidrag (refereegranskat)abstract
- Despite the digital revolution much of the mathematics practiced in schools is still tightly bound to two-dimensional texts. This emphasis on text is neither surprising, nor inadequate, since mathematics has developed through a long history with the use of written text, consisting of natural language, mathematical notation and images. Natural language is our native language consisting of letters and words (see e.g., www.oed.com). Different features of the mathematics text are also important in written tests, since reading the text is part of the assessment. If the text is hard to read, that difficulty can be relevant as part of assessing the communicative competence in mathematics. Crucial is, however, whether potentially difficult textual features are part of what the assessment aims at. This issue is investigated in the current study, using a synthesis of statistical results and qualitative analyses of task text.
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| 31706. |
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| 31707. |
- Dyson, P J, et al.
(författare)
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Determination of hydrogen concentration in ionic liquids and the effect (or lack of) on rates of hydrogenation
- 2003
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Ingår i: Chemical Communications. - : Royal Society of Chemistry (RSC). - 1359-7345 .- 1364-548X. ; :19, s. 2418-2419
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Tidskriftsartikel (refereegranskat)abstract
- The solubility of hydrogen and the corresponding Henry coefficients for 11 ionic liquids have been determined in situ at 100 atm H(2) pressure and are much lower than expected; attempts to correlate the solubility of hydrogen in the ionic liquids with the rate of reaction for the hydrogenation of benzene to cyclohexane in these solvents have been made.
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| 31708. |
- Dzaki, Najat, et al.
(författare)
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A cilia-bound unconventional secretory pathway for Drosophila odorant receptors
- 2024
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Ingår i: BMC Biology. - : BioMed Central (BMC). - 1741-7007. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Post-translational transport is a vital process which ensures that each protein reaches its site of function. Though most do so via an ordered ER-to-Golgi route, an increasing number of proteins are now shown to bypass this conventional secretory pathway.Results: In the Drosophila olfactory sensory neurons (OSNs), odorant receptors (ORs) are trafficked from the ER towards the cilia. Here, we show that Or22a, a receptor of various esters and alcoholic compounds, reaches the cilia partially through unconventional means. Or22a frequently present as puncta at the somatic cell body exit and within the dendrite prior to the cilia base. These rarely coincide with markers of either the intermediary ER-Golgi-intermediate-compartment (ERGIC) or Golgi structures. ERGIC and Golgi also displayed axonal localization biases, a further indication that at least some measure of OR transport may occur independently of their involvement. Additionally, neither the loss of several COPII genes involved in anterograde trafficking nor ERGIC itself affected puncta formation or Or22a transport to the cilium. Instead, we observed the consistent colocalization of Or22a puncta with Grasp65, the sole Drosophila homolog of mammalian GRASP55/Grh1, a marker of the unconventional pathway. The numbers of both Or22a and Grasp65-positive puncta were furthermore increased upon nutritional starvation, a condition known to enhance Golgi-bypassing secretory activity.Conclusions: Our results demonstrate an alternative route of Or22a transport, thus expanding the repertoire of unconventional secretion mechanisms in neurons.
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| 31709. |
- Dzalbe, Sania, et al.
(författare)
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Jumping scales and producing peripheries : farmers' adaptation strategies in crises
- 2024
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Ingår i: Geoforum. - : Elsevier. - 0016-7185 .- 1872-9398. ; 148
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Tidskriftsartikel (refereegranskat)abstract
- Resilience has gathered significant attention from economic geographers, yet their focus has primarily centered on economic outcomes at the regional level. This approach often overlooks the intricate micro-processes and lived experiences during crises, assuming that individual resilience can be understood solely through macro-level economic observations. We argue that comprehending the questions of resilience 'to what means' and 'to what ends' requires that we acknowledge the importance of social reproduction and daily practices. Through semi-structured interviews with mink farmers in Denmark and by using the concepts of spaces of dependence and spaces of engagement, we first highlight the everyday practices and broader social structures that individuals aim to preserve and reproduce. Second, we draw attention to the application of a relational spatial ontology in resilience studies by discussing cross-scalar networks of individuals as an adaptation strategy. In so doing, we contribute to the resilience literature in economic geography by highlighting that resilience for individuals entails the reproduction of everyday practices. We also draw attention to the consequences of network detachment for individual livelihoods. Thus unveiling how peripherality is shaped and re/produced, rather than given, through the evolving networks of 'left behind' people in 'left behind' places.
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| 31710. |
- Dzhambazov, Balik, et al.
(författare)
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The major T cell epitope on type II collagen is glycosylated in normal cartilage but modified by arthritis in both rats and humans
- 2005
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Ingår i: EUROPEAN JOURNAL OF IMMUNOLOGY. - : Wiley. - 0014-2980 .- 1521-4141. ; 35:2, s. 357-66
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Tidskriftsartikel (refereegranskat)abstract
- Type II collagen (CII) is a target for autoreactive T cells in both rheumatoid arthritis and the murine model collagen-induced arthritis. The determinant core of CII has been identified as CII260-270, and the alteration of this T cell epitope by posttranslational modifications is known to be critical for development of arthritis in mice. Using CII-specific T cell hybridomas we have now shown that the immunodominant T cell epitope in the normal (healthy) human and rat joint cartilage is O-glycosylated at the critical T cell receptor recognition position 264 with a mono- or di-saccharide attached to a hydroxylysine. In contrast, in the arthritic human and rat joint cartilage there are both glycosylated and non-glycosylated CII forms. Glycosylated CII from normal cartilage could not be recognized by T cells reactive to peptides having only lysine or hydroxylysine at position 264, showing that antigen-presenting cells could not degrade the O-linked carbohydrate. Thus, the variable forms of the glycosylated epitope are determined by the structures present in cartilage, and these vary during the disease course. We conclude that the chondrocyte determines the structures presented to the immune system and that these structures are different in normal versus arthritic states.
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