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Tankegang hos elever i sannsynlighetsregning
Get PDFI denne studien har jeg undersøkt tankegangen til elever når de arbeider med sannsynlighetsoppgaver i matematikk. Hensikten med dette var å forstå og se hvordan tankegangen til elever på 8.trinn fremtrer i ulike oppgaver. Studiets forskningsspørsmål er: Hva kjennetegner elevers tankegangn innen teoretisk sannsynlighet på 8.trinn ?
Denne studien har tatt i bruk kvalitativ metode for datainnsamling i form av intervju av tre elever. Elevene som deltok besvarte åtte oppgaver som har hentet inspirasjon fra utdanningsdirektoratet sine lærerstøttendeprøver 2012. Hensikten med datainnsamlingen var å få en innsikt i hvordan elevene resonnerte og besvarte oppgavene, og om det var noen sammenheng på tvers av elevene. Analysen benyttet tematisk analyse og har tatt utgangspunkt i dual-process theory av Kahneman (2011/2012). Mitt teoretiske ståsted er et tolkningsvitenskaplig paradigme, noe som har påvirket studiens fokusområde.
Studien indikerer at tankegangen hos elever på 8.trinn er i hovedskap basert på intuitive strategier og resonnement, men avhengig av kontekst i oppgavene finnes det antydninger til analytiske og begrunnende resonnement.
Studients nøkkelord: Matematisk tankegang, intuitive og analytisk resonnement, metakognitsjon og selvregulering
Oil spills, lookalikes and a whole lot of noise: A diffusion based approach for Oil Spill Detection in SAR Images
Get PDFAccurate and fast oil spill detection is crucial to enable effective usage of mitigation resources to minimize environmental damage. Synthetic Aperture Radar (SAR) imagery provides a reliable means of large-scale ocean monitoring, but analyzing these images remains a time-consuming and labor-intensive task. The presence of lookalikes in SAR images, natural phenomena imitating the appearance of oil spills, provide a potential source of false alarms for both human analysts and automated methods.
This thesis explores the use of reconstruction-based models for detecting oil spills. We reframe the oil spill detection problem as an Out-of-Distribution detection task by training the reconstruction model exclusively on images without oil spills, where anomaly maps can be created from the reconstruction errors.
A diffusion model is implemented and compared to a standard autoencoder and a classical baseline texture descriptor using Local Binary Patterns (LBP). All models' anomaly (or LBP) maps are converted to histograms and classified using a Support Vector Machine.
To the best of our knowledge, this is one of the first studies applying diffusion models to SAR images specifically for oil spill detection.
While recent work has shown diffusion models to be especially useful for anomaly detection tasks, this study highlights the challenges in adapting diffusion models to SAR imagery: The combination of the fine-grained features of SAR and the need to balance noise levels in the diffusion process made detection of small or diffuse lookalikes particularly difficult. The autoencoder outperformed the diffusion model with an similar recall, both at 70% but with a significantly higher precision at 59%. The LBP on the other hand achieved a very poor precision, but strong recall.
This study has shown some of the potential and highlighted the main limitations related to diffusion-based approaches in SAR image analysis. Multiple directions for future work have been identified, including hyperparameter tuning of the noise level and conditioning variable, and dataset expansion and refinement
Using Self-Supervised Learning To Improve Deep Learning-Based Analysis of 4D PET Imaging
Get PDFDynamic positron emission tomography (dPET) imaging requires an accurate arterial input function (AIF) for quantitative analysis. However, traditional methods for AIF measurement require invasive blood sampling. Recent deep learning models can predict the AIF from the 4D PET data itself, eliminating the need for invasive blood sampling. However, their performance often degrades with limited amount of training data or changes in acquisition protocols. To address this, we introduce a two-stage self-supervised learning (SSL) approach. First, a convolutional encoder that is pretrained on unlabeled dPET data using an autoencoder. Then the pretrained weights are used to initialize the encoder which is fine-tuned with supervised learning to map the dPET data to the AIF. We evaluate standard, denoising and masked autoencoder pretext tasks on a preclinical mouse [\textsuperscript{18}F]FDG dPET dataset. Compared to a baseline DLIF model trained from scratch, the SSL pretrained models achieves improved AIF prediction accuracy. For example, the denoising autoencoder pretraining raised the from about 0.91 to 0.93 and reduced the mean squared error by roughly 35. These gains can be transferred into more reliable tracer kinetic parameter estimates without any invasive blood sampling. In summary, using SSL to exploit the abundance of unlabeled PET data greatly enhances non-invasive AIF estimation, thus advancing the robustness and applicability of dynamic PET imaging
The Role of Linguistic Distance in First Language Attrition: A Comparison of Persian-English and Persian-Japanese Speakers
Get PDFFirst language attrition refers to the gradual decline or restructuring of a native language due to prolonged immersion in a second language environment. This thesis investigates how typological (dis)similarity between Persian (L1) and English/Japanese (L2) influences attrition across five grammatical features: pronoun, word order, formality, agreement, and yes/no question word. Using an acceptability judgement task and a background questionnaire with Persian-speaking immigrants, both structural outcomes and sociolinguistic moderators – age at immigration, length of L2 exposure, L2 proficiency, L1 contact, and attitudes – are analyzed. Results reveal that structural alignment between Persian and Japanese promotes L1 retention in some shared features, while English’s typological distance correlates with greater attrition. This study contributes to research on multilingualism by demonstrating how L2 structural properties and individual variation collectively shape L1 attrition or retention. In addition, it highlights the cultural and emotional significance of L1 maintenance in immigration communities, with broader implications for minority language preservation in L2 environments
Utforsking på læreplanen: En kvalitativ studie av fem læreres perspektiver på utforsking i matematikkfaget
Get PDFDenne kvalitative studien undersøker hvordan fem ulike matematikklærere forstår begrepet utforske og hva det innebærer i matematikkfaget i skolen. Begge begrepene har vi fått kunnskap om og kjennskap til gjennom vårt studieløp, samtidig som vi begge har erfart at begrepene har vært utfordrende å definere. Utforsking i seg selv kunne vi umiddelbart koble til hvordan barn utforsker omstendighetene sine, noe som skjer så naturlig i deres tilnærming. Samtidig opplevde vi at begrepets betydning i matematikk var veldig uklart, da erfaringene våre tilsa at barn ikke alltid har en like naturlig tilnærming til å utforske i matematikkfaget.
Det beskrives å være lærernes ansvar å tolke læreplanens innhold (NOU 2014:7, 2014, s. 12), der begrepet utforske har høy frekvens i læreplanen for matematikk. Denne hyppige bruken av begrepet tolket vi som at dette er noe vi ville bli pliktig til å inkludere i vår egen matematikkundervisning etter endt studie, og på grunn av egen usikkerhet knyttet utforsking og utforskende undervisning, ønsket vi å fordype oss i temaet utforskende matematikk. Målet vårt med studien var å komme i dybden i ulike læreres tolkning og forståelse for begrepene, ikke å sammenlikne om deres forståelse samsvarte med hvordan de praktiserte utforsking i matematikkundervisningen. Med dette som utgangspunkt valgte vi å kun benytte oss av intervju som metode, der vi samlet inn data for å kunne besvare følgende problemstilling:
Hvordan forstår lærere «utforsking» i matematikkfaget?
Funnene fra studien viste at alle lærerne hadde en forståelse for begrepet utforske som samsvarte med definisjonen og beskrivelsen av begrepet i læreplanverket. Lærerne var også kjent med utforskende undervisning i matematikk, men der mengden bruk av undervisningsformen varierte blant lærerne. Det ble samlet sett trukket frem både fordeler og utfordringer med undervisningsformen, samt flere elementer som lærerne anså som avgjørende for at en undervisning kunne betegnes som utforskende. Elementene som ble nevnt peker på at utforsking er mangesidig og avhenger av både innhold, struktur og samspill i undervisningen. Flere av lærerne forteller at de velger å bruke tradisjonell undervisning fremfor utforskende undervisning i matematikk, der deres valg av undervisningsform er basert på individuell tro på hvordan elevene lærer matematikk.
Nøkkelord: Utforsking, utforskende matematikkundervisning, Inquiry-based learning, tradisjonell undervisning, evidensbasert undervisning, LK20, lærernes kompetanse, profesjonell utviklingThis qualitative study explores how five different mathematics teachers understand the concepts of the term explore and what it entails in the mathematics subject. We are familiar with both terms through our teacher education program, yet we have experienced that the concepts can be challenging to define. Initially, we associated exploration with how children naturally explore their surroundings, a process that seems intuitive in their everyday behaviour. At the same time, we found the concept’s meaning within mathematics to be quite unclear, as our experience suggested that children do not always approach mathematics in an equally natural or exploratory way.
It is described as the teacher’s responsibility to interpret the curriculum’s content (NOU 2014:7, 2014, p. 12), and the term explore appears frequently in the mathematics curriculum. We interpreted this high frequency as an indication that we would be expected to incorporate this method as mathematics teachers after completing our education. Due to our own uncertainty around the meaning of exploration and inquiry-based instruction, we wanted to delve deeper into the theme of exploratory mathematics. The goal of our study was to gain deeper insight into various teachers’ interpretations and understandings of the concepts, rather than comparing how their understanding aligned with their actual classroom practice. Based on this, we chose to use interviews as our sole method for collecting data to answer the following research question:
How do teachers understand exploration in the mathematics subject?
The findings from the study showed that all the teachers had an understanding of the concept explore that aligned with the definitions and descriptions found in the current curriculum. The teachers were also familiar with inquiry-based mathematics instruction, although the extent of its use varied. Overall, they described both advantages and challenges with the approach, as well as several elements they considered essential for teaching to be characterized as exploratory. These elements suggest that exploration is multifaceted and depends on content, structure, and classroom interaction. Several of the teachers stated that they preferred traditional instruction over exploratory mathematics teaching, and that their choice of teaching method was based on their personal beliefs about how students learn mathematics.
Keywords: exploration, inquiry-based mathematics teaching, inquiry-based learning, traditional teaching, evidence-based learning, LK20, teacher competence, professional developmen
Finite Element Modeling of the Skattørsund Bridge
No full textThis thesis presents a comprehensive finite element analysis (FEA) of the Skattørsund Bridge, a concrete slab bridge in Norway, using shell-based modeling techniques. The study aims to evaluate the bridge's structural behavior under static and dynamic loads, including traffic, environmental factors, and natural hazards, to ensure its long-term safety and performance. The research leverages the Finite Element Method (FEM) to develop a detailed 3D CAD model of the bridge, which is then analyzed using ANSYS Mechanical APDL.
The study also compares numerical results with simplified analytical solutions to validate the model's accuracy. The findings reveal a fundamental frequency of 0.4148 Hz for the bridge, highlighting its flexibility, and identify critical vibration modes that could influence maintenance strategies.
The research underscores the importance of advanced computational tools like FEM in modern bridge engineering, particularly for aging infrastructure in harsh environments. The results provide valuable insights for structural health monitoring and predictive maintenance, contributing to safer and more resilient transportation networks. Limitations due to computational constraints are acknowledged, and recommendations for future work include refining mesh densities, incorporating wind and seismic loads, and exploring long-term material degradation effects.
This study not only enhances the understanding of the Skattørsund Bridge's structural dynamics but also offers a methodological framework for analyzing similar concrete slab bridges, supporting informed decision-making for maintenance and design improvemen
Hvordan forholder utdanningssystemet seg til sosial reproduksjon?
Get PDFDenne studien undersøker hvordan utdanningssystemet forholder seg til sosial reproduksjon i norsk skole. Sosial reproduksjon omhandler koblingen mellom bakgrunn og videre muligheter for å oppnå sosiale goder. Dette er noe som påvirker elevers muligheter og prestasjoner i det norske utdanningssystemet. Studien setter søkelys på hvordan utdanningspolitiske dokumenter som Kunnskapsløftet 2020 (Kunnskapsdepartementet, 2020) og Stortingsmelding 6 (Meld. St. 6 (2019-2020)) omtaler og forholder seg opp mot sosial reproduksjon.
Studien benytter seg av kvalitativ dokumentanalyse som metodisk tilnærming, og undersøker hvordan læreplanen og stortingsmelding 6 med hensikt i å finne ut hvordan de omtaler spørsmål om sosial reproduksjon og hvilke tiltak som foreslås sett i sammenheng med sosial reproduksjon. Studien retter søkelys mot hvordan dokumentene omtaler sosial reproduksjon og ulikheter, og hvilke tiltak de foreslår for å fremme like muligheter for alle.
Dokumentanalysen viser at inkludering, tidlig innsats og tilpasset opplæring er noen av de viktigste verdiene. Samtidig er begrepet sosial reproduksjon fraværende i dokumentene, og refleksjon rundt bevisstheten til hvordan strukturelle forhold og årsakssammenheng påvirker ulikhet er mangelfull. Tiltakene dokumentene foreslår er i høy grad individrettet. Konklusjonen viser derfor at det eksisterer et hull mellom utdanningssystemets idealer og forholdene som opprettholder sosial reproduksjon og ulikhet i utdanningssystemet.This study examines how the Norwegian education system relates to social reproduction. Social reproduction concerns the link between individuals' social backgrounds and their opportunities to access social advantages. This connection influences students’ opportunities and academic performance within the Norwegian school system. The study focuses on how educational policy documents, specifically the national curriculum LK20 (Kunnskapsdepartementet, 2020) and Stortingsmelding (White Paper) no. 6 Early Intervention and Inclusive Education in Kindergarten, School and After-School Programs (Meld. St. 6 (2019–2020)), address and engage with the issue of social reproduction.
A qualitative document analysis is applied as the methodological approach, examining how the curriculum and the white paper discuss social reproduction and what measures they propose in relation to reducing educational inequality. The study explores how these documents refer to social inequality and to what extent they suggest strategies for promoting equal opportunities for all students.
The analysis shows that inclusion, early intervention, and adapted education are highlighted as key values. However, the concept of social reproduction is absent from both documents, and there is limited reflection on how structural conditions and causal relationships contribute to inequality. The proposed measures are largely individual-oriented. The study concludes that there is a gap between the ideals of the education system and the underlying conditions that sustain social reproduction and inequality in Norwegian schooling
Unveiling Colonial Narratives and Amplifying Indigenous Voices: The Role of Kanak Women in Resisting Settler Colonialism in Kanaky/New Caledonia
No full textThis thesis explores gender dynamics in Kanaky/New Caledonia, highlighting colonialism's enduring impact on Kanak women's lived experiences. In response to the gaps in research on how Indigenous women actively negotiate the tensions between custom, modernity and colonialism, this study examines their narratives and practices in cultural education and media activism.
Mobilizing a theoretical approach rooted in decolonial epistemologies, intersectionality and Indigenous feminism, this research draws on a qualitative methodology combining in-depth interviews with Kanak women, archival analysis, and a critical examination of colonial political texts. The work demonstrates that the commitment of Kanak women contributes to the construction of a situated decolonial feminism, rooted in Indigenous knowledge and living cultural practices.
The trajectories of these women reveal a resilient resistance to internal patriarchal structures and colonial systems, as well as a capacity to reconfigure traditions in favor of self-determination. By articulating memory, cultural identity and political action, they contribute to a feminine sovereignty in the making. This work enriches contemporary debates on decolonization by highlighting the central role of Indigenous women in the struggles for social justice and political emancipation in Kanaky/New Caledonia
Utforskende undervisning i matematikk: Tilpasset læring for alle elever – en kvalitativ studie med lærerperspektiv
Get PDFMasteroppgaven utforsker hvordan kreativitet og utforskende undervisningsmetoder kan benyttes i matematikkundervisningen på ungdomsskolen for å sikre at alle elever oppnår et godt læringsutbytte. Studien tar for seg hvordan fagfornyelsen fra 2020 legger større vekt på elevaktivitet og selvstendig utforskning. Oppgaven tar for seg to sentrale modeller for problemløsning: den analytiske modellen som er trinnvis og er en systematisk prosess, og den Gestalt-inspirerte modellen der innsikt skal oppstå plutselig etter en periode med forsøk og inkubasjon.
I løpet av studien ble det gjennomført kvalitative intervjuet med fem matematikk lærere fra ulike skoler fra både storbyer og distriktskommuner. Det blir gjennomført en tematisk analyse av intervjuene og der identifiseres det flere overordnede temaer. Kreativitet og utforskning i undervisningen, undervisningsmetoder og planlegging, differensiering og tilpasning, elevmotivasjon og utbytte samt bruk av eksterne ressurser og læremidler.
Lærene påpeker at utforskende undervisning kan stimulere elevenes evner til kritisk tenkning og å finne flere løsningsmetoder. Samtidig understreker lærerne at elevene med gode grunnferdigheter ofte har et bedre utbytte av denne metoden, og andre elever kan oppleve frustrasjon og oppleve lavere motivasjon. Dermed må lærerne benytte differensierte oppgaver for å møte denne utfordringen.
Det argumenteres for at det kreves grundig planlegging og en balansert tilnærming for å integrere tradisjonell og utforskende aktiviteter. Lærere må kontinuerlig vurdere elevenes arbeidsprosesser og bruke formative vurderinger aktivt for å eventuelt identifisere elever med stort læringspotensial. Studien konkluderer med at mens utforskende undervisning har et stort potensial for å utvikle elevenes problemløsningsevner er det avgjørende at undervisningen differensieres slik at både sterke og svake elever får mulighet til å utvikle sine evner. Samtidig påpeker studien behovet for systematisk erfaringsdeling blant lærer og utvikling av fleksible undervisningsopplegg for å kunne integrere undervisningsformen på en bærekraftig måte i skolehverdagen.The master's thesis explores how creativity and exploratory teaching methods can be used in mathematics teaching in lower secondary schools to ensure that all students achieve good learning outcomes. The study addresses how the subject renewal from 2020 places greater emphasis on student activity and independent exploration. The thesis addresses two central models for problem solving: the analytical model, which is stepwise and is a systematic process, and the Gestalt-inspired model, where insight is supposed to arise suddenly after a period of experimentation and incubation.
During the study, qualitative interviews were conducted with five mathematics teachers from different schools from both large cities and rural municipalities. A thematic analysis of the interviews was conducted and several overarching themes were identified. Creativity and exploration in teaching, teaching methods and planning, differentiation and adaptation, student motivation and outcomes, and the use of external resources and teaching materials.
The findings point out that exploratory teaching can stimulate students' abilities for critical thinking and to find multiple solution methods. At the same time, teachers emphasize that students with good basic skills often benefit more from this method, and other students may experience frustration and lower motivation. Thus, teachers must use differentiated tasks to meet this challenge.
It is argued that thorough planning and a balanced approach are required to integrate traditional and exploratory activities. Teachers must continuously assess students' work processes and use formative assessments actively to identify students with high learning potential. The study concludes that while exploratory teaching has great potential for developing students' problem-solving skills, it is crucial that teaching is differentiated so that both strong and weak students have the opportunity to develop their abilities. At the same time, the study points out the need for systematic experience sharing among teachers and the development of flexible teaching programs in order to integrate the teaching method in a sustainable way into everyday school life
Integrating Positron Emission Tomography (PET) Imaging of Prostate Specific Membrane Antigen (PSMA) to Monitor the Efficacy of Radiation Therapy in a Glioblastoma Murine Model
Get PDFGlioblastoma multiforme (GBM) stands out as one of the most aggressive types of cancers with a poor overall survival. Its pronounced molecular heterogeneity contributes to the challenge of treatment-resistance, and novel diagnostic and targeted therapeutic strategies are urgently needed. Prostate specific membrane antigen (PSMA) has emerged as a promising theranostic target in GBM, due to its reported selective expression in tumor-associated neo-vasculature.
In this study, we utilized dynamic PET imaging with the radiotracer [68Ga]Ga-PSMA-617 in a murine GBM model to investigate PSMA dynamics and its relevance to radiotherapy. Ionizing radiation was applied directly to the tumor in a single low dose of 3 Gy before PET/MRI was performed. To validate in vivo findings, western blot and immunohistochemistry analyses were conducted.
In vivo imaging indicated that ionizing radiation did not increase PSMA expression, contrary to western blot results that showed a radiation-induced upregulation of PSMA, including detectable levels of PSMA in healthy brain tissue. Immunohistochemistry further revealed specific localization of PSMA to the endothelial cells of tumor-associated vasculature in human GBM tissue, a pattern that was not observed in the murine tissue. These findings highlight the complexity of PSMA dynamics and underscore the importance of further research to validate its potential as a theranostic target, specifically in the context of radiation therapy