Sonja Lutovac

On the presence of green and sustainable software engineering in higher education curricula

Nowadays, software is pervasive in our everyday lives. Its sustainability and environmental impact have become major factors to be considered in the development of software systems. Millennials–the newer generation of university students–are particularly keen to learn about and contribute to a more sustainable and green society. The need for training on green and sustainable topics in software engineering has been reflected in a number of recent studies. The goal of this paper is to get a first understanding of what is the current state of teaching sustainability in the software engineering community, what are the motivations behind the current state of teaching, and what can be done to improve it. To this end, we report the findings from a targeted survey of 33 academics on the presence of green and sustainable software engineering in higher education. The major findings from the collected data suggest that sustainability is under-represented in the curricula, while the current focus of teaching is on energy efficiency delivered through a fact-based approach. The reasons vary from lack of awareness, teaching material and suitable technologies, to the high effort required to teach sustainability. Finally, we provide recommendations for educators willing to teach sustainability in software engineering that can help to suit millennial students needs.

Canadian and Finnish upper-secondary school mathematics teachers’ perceptions of autonomy

Abstract Autonomy is a site of political struggle; it is essential for teachers, but challenged in relation to global policies and standardised testing. In this qualitative study, the accounts of Canadian and Finnish mathematics upper-secondary school teachers are examined in relation to their perceptions of autonomy. Teachers report on similar autonomous classroom operations, and similar hindrances to autonomy in school-wide operations. However, contrasting outlooks on autonomy were found among the Finnish and Canadian teachers. This contrast informs us about the role culture plays in the different ways autonomy is internalised and perceived by teachers. The findings deepen the understanding of autonomy for teachers, as well as its implications, in different contexts.

Developing Research Relationships toward a Learning Partnership

Research relationships are often poorly understood. Why are some collaborations between research partners more productive than others? This question was a starting point of this paper. By describing their own experiences over a period of three years, the authors evaluated research relationships through collaborative self-study. At the beginning, they encountered challenges because they came from different countries and communities with different socio-emotional norms. In addition, while the first author was an experienced researcher, the second was just beginning her career as a researcher. The authors identified three phases through which their research relationship developed into a learning partnership and described the collaborative activities that enhanced the process of change. This study shows that the both participants have learned a lot from the other. The most central accomplishments of their learning partnership are improved reflection skills and academic productivity.

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Research on mathematics-related affect is varied in theories and concepts. Here, we record the state-of-art in this research through short sections from leading experts in different areas. We describe the historical development of the concept of attitude and different ways it is defined. Research on students’ self-efficacy beliefs in mathematics is summarized. There is reflection on the dialectic relationship between teachers’ beliefs and practice as well as on how their beliefs change. One section records the emerging research on students’ and teachers’ mathematical identities over the last two decades. Finally, mathematical motivation is elaborated from the perspectives of engagement structures, social behaviors, and the relationship between individual factors and social norms.