Said Hadjerrouit

• Hadjerrouit, Said (2026). Student teachers perceived technological, pedagogical, and mathematical affordances of Scratch in mathematics education. In Hans-Georg, Weigand; Eleonora, Faggiano; Michal, Tabach; Zsolt, Lavicza; Robert, Weinhandl; Selina, Baldinger & Jonas, Mayrhofer (Ed.), Proceedings of the 26th ERME Topic Conference MEDA 5. European Society for Research in Mathematics Education. ISSN 9783903480186. p. 147–154. Full text in Research Archive Show summary

  Scratch is widely regarded as a promising programming tool for supporting mathematical learning. Grounded in Gibson’s affordance theory, this study uses a survey questionnaire with closed- and open-ended items to explore the technological, pedagogical, and mathematical affordances and constraints of Scratch in mathematics education. The results indicate that Scratch both affords and constrains students’ mathematical learning. The study concludes by outlining its contributions, limitations, and directions for future research on programming in mathematics education.

• Afram, Obed Opoku; Hadjerrouit, Said & Monaghan, John David (2026). Analysing group interaction sequences in technology-mediated mathematical modelling activities. Mathematics Education Research Journal. ISSN 1033-2170. doi: 10.1007/s13394-026-00568-1. Full text in Research Archive Show summary

  This qualitative case study investigates the interaction sequences that emerge among secondary school students engaged in mathematical modelling tasks using digital technologies. The study focuses on four groups of 14–17-year-old students in southern Norway, varying in achievement levels, as they worked on two distinct mathematical modelling tasks. Task 1 involved numerical manipulation and function development based on given data, while Task 2 required qualitative decision-making without explicit numerical constraints. Recorded interactions, comprising video and screen-capture data, were analysed using thematic analysis, focusing on pseudo, asymmetrical, reactive and mutual interaction sequences. The findings indicate that Task 1 predominantly elicited asymmetrical interaction sequences, with high-performing students taking the lead in proposing solutions, reflecting limited exchange patterns. In contrast, Task 2 fostered more reactive and mutual interaction sequences, supporting balanced and equitable exchanges within groups. Additionally, group composition shaped interaction patterns: same-achievement, high-performing upper secondary groups and mixed-achievement lower secondary groups demonstrated more mutual and reactive interaction sequences across tasks, while mixed-achievement upper secondary groups exhibited more varied patterns. The study highlights how task design, group composition and digital technology use interact to influence collaborative learning dynamics in mathematical modelling.

• Afram, Obed Opoku; Hadjerrouit, Said & Monaghan, John David (2026). Students’ proclivity in using particular digital tools in mathematical modelling activities: an activity and affordance theoretical perspective. International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. p. 1–32. doi: https:/www.tandfonline.com/doi/full/10.1080/0020739X.2025.2598244. Full text in Research Archive Show summary

  This paper reports on a qualitative study of three Norwegian lower secondary school students (grade 9) collaboratively solving a mathematical modelling task using digital tools. Drawing on Activity and Affordance Theory as a theoretical framework, the study investigates how affordances and constraints influence students’ proclivity to use particular digital tools in mathematical modelling activities. Data were collected through video, audio and screen-capture software recordings. Thematic analysis was applied to identify technological and mathematical affordances and constraints that influence students’ proclivity to select or switch between digital tools in a mathematical modelling activity. The findings provide insight into the rationale behind students’ proclivity to select or switch between digital tools, showing how they navigate digital environments in real-time. The contribution of this paper lies at both theoretical and empirical levels. Theoretically, it advances research by combining Activity and Affordance Theory to offer a more comprehensive framework for analysing tool use in mathematical modelling. Empirically, it provides evidence of how students adapt their strategies in response to perceived affordances and constraints. Together, these contributions enhance current understanding of digital tool use in mathematical modelling by highlighting not only which tools students choose, but also why and how those choices emerge in practice.

• Afram, Obed Opoku & Hadjerrouit, Said (2025). Social affordances in students’ mathematical modelling with digital tools. NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. 30(4), p. 166–194. doi: 10.7146/nomad.v30i4.164209. Full text in Research Archive Show summary

  This study explores the social affordances that emerge from group interactions when students use digital tools in mathematical modelling activities. Drawing on video recordings and screen-capture data, we analyzed the collaborative work of four groups of 14-17-year-old students as they engaged with two mathematical modelling tasks. Using Gibson’s Affordance Theory as an analytical lens, we identified three key social affordances of digital tools: common focus, observing and improving strategies, and authority of the digital tool. These social affordances shaped collaboration, though some were not completely actualized due to constraints that hindered the students’ working process. The findings demonstrate how digital tools mediate social interaction in mathematical modelling, highlighting the interplay between affordances, constraints and the learning context.

• Hadjerrouit, Said (2025). Exploring the Affordances and Constraints of Scratch in Mathematics Education: A Study through the Lens of Affordance Theory. In Sampson, Demetrios G.; Isaías, Pedro & Ifenthaler, Dirk (Ed.), PROCEEDINGS OF THE 22nd INTERNATIONAL CONFERENCE on COGNITION AND EXPLORATORY LEARNING IN THE DIGITAL AGE (CELDA 2025). IADIS Press. ISSN 9789898704726. p. 3–10. doi: 10.33965/CELDA2025_202509L001. Full text in Research Archive Show summary

  The integration of programming into mathematics education in Norway introduces additional workload for students, who must adapt to new challenges in their learning processes. This study investigates how student teachers perceive the affordances and constraints of using the programming language Scratch as a tool for learning mathematics. Drawing on Gibson's Affordance Theory and employing a qualitative research design approach, the study analyzes activity reports from three student groups. The results reveal students' perceptions of various affordances and constraints across technological, mathematical, and pedagogical dimensions. Based on the results, conclusions are drawn, limitations are acknowledged, and future directions are suggested to improve the quality of the study.

• Hadjerrouit, Said & Hansen, Nils Kristian (2024). Supporting Students’ Mathematical Problem Solving Through Computational Thinking and Programming: A Use-Modify-Create Approach. In Isaias, P.; Sampson, D. G. & Ifenthaler, D. (Ed.), Artificial Intelligence for Supporting Human Cognition and Exploratory Learning in the Digital Age. Cognition and Exploratory Learning in the Digital Age. Springer. ISSN 9783031664618. p. 203–219. doi: 10.1007/978-3-031-66462-5_11. Full text in Research Archive
• Hadjerrouit, Said (2024). Programming and computational thinking in mathematics education: An Affordance Theory perspective. In Eleonora, Faggiano; Alison, Clark-Wilson; Michal, Tabach & Hans-Georg, Weigand (Ed.), Mathematics Education in Digital Age - Proceedings of the 17th ERME Topic Conference MEDA4. European Society for Research in Mathematics Education. ISSN 9788866290803. p. 191–198. Full text in Research Archive
• Hadjerrouit, Said (2024). Exploring Computing Paradigms and Theoretical Perspectives on Programming and Computational Thinking in Mathematics Education. In Sampson, Demetrios G.; Ifenthaler, D. & Isaias, P. (Ed.), 21st INTERNATIONAL CONFERENCE on COGNITION AND EXPLORATORY LEARNING IN THE DIGITAL AGE (CELDA 2024). IADIS Press. ISSN 9789898704610. p. 135–142. Full text in Research Archive Show summary

  This article aims to problematize the role of programming in mathematics education. Problematizing involves acknowledging a deeper complexity in the understanding of programming than originally perceived and questioning its assumed value in mathematics education. This approach entails identifying its underlying paradigmatic assumptions in relation to computational and mathematical thinking, as well as theoretical perspectives that offer different angles on issues inherent to programming. In essence, problematizing programming does not simply endorse its assumed utility as a powerful tool. Instead, it involves questioning programming in the context of mathematical and computational thinking, computer programs, and their meaningful integration into the teaching and learning of mathematics. Problematization challenges the notion of programming solely as a ‘powerful digital resource’ urging a critical evaluation of its role and potential impacts in mathematics education.

• Hansen, Nils Kristian & Hadjerrouit, Said (2023). Mathematical Problem-Solving by Means of Computational Thinking and Programming: A Use-Modify-Create Approach. In Sampson, D. G.; Ifenthaler, D. & Isaias, P. (Ed.), 20th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2023). IADIS Press. ISSN 9789898704528. p. 179–186. Full text in Research Archive
• Hadjerrouit, Said & Nnagbo, Celestine Ifeanyi (2023). Analyzing Affordances of the E-assessment System Numbas in Mathematics Education from an Activity Theory Perspective. In Sampson, D. G.; Ifenthaler, D. & Isaias, P. (Ed.), 20th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2023). IADIS Press. ISSN 9789898704528. p. 199–206. Full text in Research Archive Show summary

  The purpose of this paper is to investigate the affordances of the e-assessment system Numbas from an Activity Theory perspective. The study follows a qualitative research design combined with semi-structured interviews with six students and two teachers. The findings reveal that the students were able to perceive and actualise several affordances of Numbas, such as ease of use and navigation and possession of facility to contain mathematical knowledge. The participants acknowledged that Numbas affords variation in mathematical contents and support for the development of pen and paper skills. Numbas also affords learner’s autonomy and motivation to engage in mathematical problem-solving. Findings further show that Numbas promotes formative assessment. This can be seen from the high level of affordance perception and actualisation amongst students and teachers.

• Hansen, Nils Kristian & Hadjerrouit, Said (2023). Analyzing Students’ Computational Thinking and Programming Skills for Mathematical Problem Solving. In Ifenthaler, Dirk; Sampson, Demetrios G. & Isaías, Pedro (Ed.), Open and Inclusive Educational Practice in the Digital World. Springer Nature. ISSN 9783031185120. p. 155–173. doi: 10.1007/978-3-031-18512-0_10. Full text in Research Archive Show summary

  The purpose of this chapter is to analyze students’ computational thinking and programming skills for mathematical problem-solving in a programming course at the undergraduate level. The chapter critically reviews the research literature in the field and proposes a model that connects mathematical thinking to computational thinking and programming. The model is then used as a theoretical basis to collect and analyze data from three groups of three students solving a mathematical task. The results reveal that the participating students faced several challenges: The lack of mathematical thinking, insufficient experience with computational thinking, and, more importantly, lack of deeper connection between computational and mathematical thinking, severely impeded their work. Conclusions, limitations, practical implications, and future research work are drawn from the results to explore mathematical problem solving through computational thinking and programming in a larger group of students. Studies involving a larger number of participants would be relevant to compare with findings of the present study to achieve more reliability and validity.

• Stigberg, Henrik; Hadjerrouit, Said; Kaufmann, Odd Tore & Marentakis, Georgios (2022). Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication. In Fernandez, C.; Llinares, S.; Gutierrez, A. & Planas, N. (Ed.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45). Universidad de Alicante. ISSN 9788413021782. p. 4-51–4-58. Full text in Research Archive Show summary

  This article analyses tensions pre-service teachers faced during the last workshop of participation in a series of professional development workshops on digital fabrication for creating manipulatives for mathematics education. Using the concept of community of practice and the notion of tension as a theoretical framework and a qualitative research design including video recording with 5 pre-service teachers, we identified three tension categories: technological, pedagogical, and workshop design. The results indicate that tensions are often caused by conflictual decisions between the workshop designers’ and students’ objectives as well as difficulties in digital fabrication and its application in teaching mathematics.

• Hadjerrouit, Said & Hansen, Nils Kristian (2022). Undergraduate Mathematics Students Engaging in Problem-Solving Through Computational Thinking and Programming: A Case Study. In Ifenthaler, Dirk; Sampson, Demetrios G. & Isaías, Pedro (Ed.), Orchestration of Learning Environments in the Digital World. Springer Nature. ISSN 9783030909437. p. 197–214. doi: 10.1007/978-3-030-90944-4_11. Full text in Research Archive Show summary

  This paper aims at exploring students’ engagement in mathematical problem-solving through computational thinking (CT) and the programming language MATLAB. The work is a single case study conducted in the context of a first-year undergraduate course on programming with applications in mathematics. It uses a three-step approach based on theoretically derived insights from the research literature to address mathematical problem-solving by means of mathematical thinking, CT, and programming. The main method used is a semi-structured interview with two undergraduate students trying to solve a mathematical task related to Pythagoras’ theorem while responding to questions about the problem-solving process. The interviews were analyzed according to an inductive strategy based on the interplay between the three-step approach and the interview data. The results describe two students’ opposite experiences. While one was able to handle and solve the task using CT and MATLAB very easily, the other struggled to get acquainted with the task, CT, and the programming activity with MATLAB. Conclusions are drawn from the results to promote mathematical problem-solving through CT and programming in mathematics courses at the undergraduate level. Future work will address some of the research gaps found in the literature, in particular the links between mathematical thinking, CT, and programming to highlight their communalities and potential differences and deepen the knowledge about their connections.

• Hadjerrouit, Said & Nnagbo, Celestine Ifeanyi (2022). Affordances and constraints of the e-assessment system Numbas: A case study in mathematics teacher education. In Sampson, Demetrios G.; Ifenthaler, Dirk & Isaías, Pedro (Ed.), Proceedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022). IADIS Press. ISSN 9789898704436. p. 201–208. Full text in Research Archive
• Hadjerrouit, Said & Nnagbo, Celestine Ifeanyi (2022). Formative Feedback in Mathematics Teacher Education: An Activity and Affordance Theory Perspective. In Cukurova, Mutlu; Rummel, Nikol; Gillet, Denis; McLaren, Bruce M. & Uhomoibhi, James (Ed.), Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022), Volume 2, 22-24 April 2022. SciTePress. ISSN 9789897585623. p. 417–424. doi: 10.5220/0010937800003182. Full text in Research Archive Show summary

  The increasingly high number of students’ enrolment has necessitated the recent attention on the use of computer-based assessment systems for feedback delivery to students for mathematical learning, such as Numbas. However, little is known about the affordances of Numbas in the research literature. The purpose of this study is to investigate the affordances of Numbas, their perception and actualization by students and teachers, and their effects on mathematical learning from an activity and affordance theory perspective. The study follows a qualitative research design using semi-structured interviews of six students and two teachers. The results reveal the perception and actualization of several affordances at the technological, mathematical, and pedagogical level. Conclusions and future work are drawn from the results to promote Numbas formative feedback for teaching and learning mathematics.

• Hadjerrouit, Said & Nnagbo, Celestine Ifeanyi (2021). Exploring Numbas Formative Feedback for Teaching and Learning Mathematics: An Affordance Theory Perspective. In Sampson, Demetrios G.; Ifenthaler, Dirk & Isaías, Pedro (Ed.), Proceedings of the 18th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2021). IADIS Press. ISSN 9789898704337. p. 261–268. Full text in Research Archive Show summary

  The purpose of this article is to explore students’ and teachers’ perceptions of affordances, and their actualization while interacting with the e-assessment system Numbas and its effect in terms of formative feedback delivery. The article uses affordance theory and a qualitative research design approach to analyze data using semi-structured interviews. Eight interviews were conducted with six students and two teachers. The results reveal the actualization of several affordances such as ease of use and navigation, variation in mathematical contents, congruence to textbook mathematics, support for pen and paper skills, learner autonomy and motivation to engage in mathematical problem-solving. Conclusions and future work based on comparative studies are drawn from the results to promote Numbas formative feedback for teaching and learning mathematics.

• Hansen, Nils Kristian & Hadjerrouit, Said (2021). Exploring Students’ Computational Thinking for Mathematical Problem-Solving: A Case Study. In Sampson, Demetrios G.; Ifenthaler, Dirk & Isaías, Pedro (Ed.), Proceedings of the 18th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2021). IADIS Press. ISSN 9789898704337. p. 251–260. Full text in Research Archive Show summary

  The purpose of this paper is to investigate students’ engagement in computational thinking (CT) and programming with MATLAB when solving a mathematical task in a programming course at the undergraduate level. The data collection method is participant observation of three groups of three students presented with a mathematical task to solve. The study uses a deductive-inductive analysis strategy based on the interplay between the theoretical framework and the empirical data. The results reveal that engaging students in CT for mathematical problem-solving is challenging for many reasons: Lack of mathematical thinking (MT), insufficient experience with CT, and more importantly lack of deeper connection between CT and MT. Conclusions are drawn from the results to promote mathematical problem-solving by means of CT and MT at the undergraduate level.

• Hadjerrouit, Said & Hansen, Nils Kristian (2020). Students Engaging in Mathematical Problem-Solving through Computational Thinking and Programming Activities: A Synthesis of thwo Opposite Experiences. In Sampson, Demetrios G.; Ifenthaler, Dirk & Isaías, Pedro (Ed.), Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020). IADIS Press. ISSN 9789898704221. p. 91–98. Full text in Research Archive Show summary

  This paper aims at exploring students’ experiences when engaging in mathematical problem-solving through computational thinking and programming by a combination of theoretically derived insights and task-based activities. The main method used is a semi-structured interview with two undergraduate students who were presented with a mathematical task to solve while responding to questions about the mathematical solving process. The results reveal two students’ opposite experiences. While one struggled to get acquainted with the task and the associated programming activity, the other was able to handle and solve the task using computational thinking (CT) and programming skills very easily. Conclusions are drawn from the students’ experiences to promote mathematical problem-solving through computational thinking and programming in mathematics education at the undergraduate level.

• Hadjerrouit, Said (2020). Exploring the Affordances of SimReal for Learning Mathematics in Teacher Education: A Socio-Cultural Perspective. In Lane, H. Chad; Zvacek, Susan & Uhomoibhi, James (Ed.), Computer Supported Education. 11th International Conference, CSEDU 2019, Heraklion, Crete, Greece, May 2-4, 2019, Revised Selected Papers. Springer Nature. ISSN 9789897584176. p. 26–50. doi: 10.1007/978-3-030-58459-7_2. Full text in Research Archive Show summary

  SimReal is an innovative technology that emerged the last few years in mathematics education. It provides new potentialities for mathematical learning by means of dynamic and interactive visualizations of mathematical concepts. This paper uses SimReal in the context of teacher education to explore the affordances and constraints of the tool for the learning of mathematics. It presents a framework that combines Vygotsky’s socio-cultural theory, the role of mediation, and the notion of affordance at a technological, pedagogical, and socio-cultural level. The aim of the article is to explore the extent to which SimReal as a mediating artifact affords students’ mathematical learning in teacher education.

• Fredriksen, Helge & Hadjerrouit, Said (2020). Exploring engineering students’ participation in flipped mathematics classroom: A discursive approach. NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. 25(1), p. 45–64. Full text in Research Archive
• Hadjerrouit, Said (2020). Using Affordances and Constraints to Evaluate the Use of a Formative e-Assessment System in Mathematics Education. In Lane, H. Chad; Zvacek, Susan & Uhomoibhi, James (Ed.), CSEDU 2020 - Proceedings of the 12th International Conference on Computer Supported Education, Volume 1 May 2 - 4, 2020 Sponsored by. SciTePress. ISSN 9789897584176. p. 366–373. doi: 10.5220/0009352503660373. Full text in Research Archive
• Hadjerrouit, Said & Hansen, Nils Kristian (2020). Challenges encountered in mathematical problem-solving through computational thinking and programming activities. In Donevska-Todorova, Ana; Faggiano, Eleonora; Trgalova, Jana; Lavicza, Zsolt; Weinhandl, Robert; Clark-Wilson, Alison & Weigand, Hans-Georg (Ed.), Proceedings of the Tenth ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria. European Society for Research in Mathematics Education. ISSN 9783950463057. p. 369–376. Full text in Research Archive
• Fleischmann, Yael; Gueudet, Ghislaine; Hadjerrouit, Said & Nicolas, Pedro (2020). Tertiary education in the digital age. International Network for Didactic Research in University Mathematics : INDRUM. 3, p. 29–46. Full text in Research Archive Show summary

  We address the relationship between digital technologies and tertiary education. For that purpose, we first consider some conceptualisations of the idea of “digital resource” from different points of view, and the evolution of the presence of digital technologies in our lives. Then, we wonder whether digital resources play a particular role in the university, compared to primary or secondary education. We also consider some affordances and constraints of their use. Afterwards, we explore how the idea of “didactic paradigm” provides a framework for the analysis of different possible uses of digital resources. Finally, we report on some experiences about the use of digital technologies motivated by the appearance of the COVID-19.

• Hadjerrouit, Said (2020). Exploring the affordances of Numbas for mathematical learning: A case study. International Network for Didactic Research in University Mathematics : INDRUM. 3, p. 453–462. Full text in Research Archive
• Hadjerrouit, Said & Gautestad, Harald H. (2019). Evaluating the Usefulness of the Visualization Tool SimReal+ for Learning Mathematics: A Case Study at the Undergraduate Level. In Sampson, Demetrios; Spector, J. Michael; Ifenthaler, Dirk & Sergis, Stylianos (Ed.), Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment. Springer. ISSN 9783030151294. p. 71–89. doi: 10.1007/978-3-030-15130-0_5. Full text in Research Archive Show summary

  Research on visualization tools is a topic of current concern. SimReal+ is a new visualization tool that is used to teach a wide range of mathematical topics spanning from school to higher education. However, SimReal+ has not been fully evaluated with respect to its potentialities and constraints in educational settings. While technical issues are self-evident requirements, pedagogical and mathematical aspects are much less frequently explored. The aim of this chapter is to assess the usefulness of SimReal+ in an undergraduate mathematics course for engineering students. It uses a set of criteria that cover technical, pedagogical, and mathematical issues.

• Hadjerrouit, Said (2019). Investigating the Affordances and Constraints of SimReal for Mathematical Learning: A Case Study in Teacher Education. In Lane, H.; Zvacek, Susan & Uhomoibhi, James (Ed.), CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education. Volume 2. SciTePress. ISSN 9789897583674. p. 27–37. doi: 10.5220/0007588100270037. Full text in Research Archive Show summary

  Visualizations tools are one of the most innovative technologies that emerged the last few years in educational settings. They provide new potentialities for mathematical learning by means of dynamic animations and representations, interactive simulations, and live streaming of lessons. Moreover, visualization tools have the potential to foster a visual, dynamic, distributed, and embodied mathematics rather than individual achievements and static representations. This paper uses the visualization tool SimReal in teacher education to explore the affordances of the tool for learning mathematics. It proposes a framework that captures the affordances of SimReal at a technological, pedagogical, and socio-cultural level. The aim of the article is to investigate the extent to which SimReal afford students’ mathematical learning in teacher education. Based on the results, recommendations for future work are proposed.

• Fredriksen, Helge & Hadjerrouit, Said (2019). An activity theory perspective on contradictions in flipped mathematics classrooms at the university level. International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. p. 1–11. doi: 10.1080/0020739X.2019.1591533. Full text in Research Archive Show summary

  This study explores contradictions that emerge when utilizing a flipped classroom approach to university mathematics education. The work uses Activity Theory and its principle of dialectical contradiction as a theoretical framework to identify and analyse contradictions that arise in flipped mathematics classrooms for engineering students. Data were collected mainly by means of video recording of classroom activities and interviews with two cohorts of first-year engineering students in a Norwegian university over two years. An inductive approach to data analysis based on the interaction between the theoretical framework and the empirical data is used to provide evidence about the contradictions. The results show that contradictions manifest themselves as tensions in flipped mathematics classrooms. They emerge at different activity levels and affect student learning of mathematics. The aim of the study is to add to the lack of theoretical underpinning and limited research on tensions and contradictions in flipped mathematics classrooms at the university level.

• Drijvers, Paul; Gitirana, Veronica; Monaghan, John David; Okumus, Samet; Besnier, Sylvaine & Pfeiffer, Cerenus [Show all 34 contributors for this article] (2019). Transitions towards digital resources: change, invariance, and orchestration. In Trouche, Luc; Gueudet, Ghislaine & Pepin, Birgit (Ed.), The 'Resource' Approach to Mathematics Education. Springer. ISSN 9783030203924. doi: 10.1007/978-3-030-20393-1_12. Full text in Research Archive
• Hadjerrouit, Said (2019). Impacts of Visualization Tools on Mathematical Learning in teacher Education: A Critical Evaluation. Conference of the International Journal of Arts and Sciences. ISSN 1943-6114. 12(1), p. 21–30. Full text in Research Archive
• Hadjerrouit, Said & Gautestad, Harald H. (2018). Using the Visualization Tool SimReal to Orchestrate Mathematical Teaching for Engineering Students. In González, Carina S.; Castro, Manuel & Nistal, Martín Llamas (Ed.), EDUCON 2018 - Emerging Trends and Challenges of Engineering Education Education. IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781538629574. p. 44–48. doi: 10.1109/educon.2018.8363206. Full text in Research Archive Show summary

  Visualization tools provide a potentially powerful support for the learning of abstract mathematical topics in engineering courses. SimReal is a visualization tool for teaching mathematics for a wide range of engineering topics. It provides video lessons, interactive simulations and animations to enhance comprehension and engagement in abstract mathematics subjects. The aim of this paper is to explore the role of SimReal to orchestrate mathematical teaching for engineering students. It uses the framework of instrumental orchestration to configure and exploit various artefacts with the intention of performing a didactical purpose.

• Hadjerrouit, Said & Gautestad, Harald Hoven (2018). Using the visualization tool SimReal to orchestrate mathematical teaching for engineering students. IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. 2018-April, p. 38–42. doi: 10.1109/EDUCON.2018.8363206. Full text in Research Archive
• Hadjerrouit, Said (2018). Using Quality Criteria to Evaluate Students' Perceptions Of GeoGebra in Teacher Education. Conference of the International Journal of Arts and Sciences. ISSN 1943-6114. 11(3), p. 145–156. Full text in Research Archive
• Fredriksen, Helge; Hadjerrouit, Said; Monaghan, John David & Rensaa, Ragnhild Johanne (2017). Exploring Tensions in a Mathematical Course for Engineers utilizing a Flipped Classroom Approach. In Dooley, Thérèse & Gueudet, Ghislaine (Ed.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISSN 9781873769737. p. 2057–2064. Full text in Research Archive Show summary

  Flipped Classroom approaches to teaching are becoming increasingly popular in higher education, but there is a lack of empirical research. We present here a study performed during an engineering course for 20 students at a Norwegian university, on student appropriation towards Flipped Classroom through interviews, questionnaire, video/quiz usage statistics and classroom filming. We approach this research through an activity theoretical framework, focusing on tensions experienced as the students try to tackle the demand of video preparation and active learning in class. In line with much of the recent research on the topic, we find that most students seem to appreciate more collaboration with peers and teacher. However, there is also evidence that the new form of teaching creates various tensions; a minor part of the cohort demonstrates conflicting beliefs about mathematics learning, resisting the active learning part of Flipped Classroom.

• Hadjerrouit, Said (2017). Evaluating the Visualization Tool SimReal to Support the Learning of Mathematics: A Case Study in Teacher education. In Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Ed.), EDULEARN17 proceedings : 9th international confererence om education and new learning technologies. International Academy of Technology, Education and Development (IATED). ISSN 9788469737774. p. 8242–8248. doi: 10.21125/edulearn.2017.0524. Full text in Research Archive
• Hadjerrouit, Said (2017). Evaluating the Pedagogical Opportunities Provided by Aplusix for Learning School Algebra: A Case Study in Mathematics Education. Conference of the International Journal of Arts and Sciences. ISSN 1943-6114. 10(1), p. 165–172. Full text in Research Archive
• Hadjerrouit, Said (2017). Assessing the Affordances of SimReal+ and their Applicability to Support the Learning of Mathematics in Teacher Education. Issues in Informing Science and Information Technology (IISIT). ISSN 1547-5840. 14, p. 121–138. doi: 10.28945/3692. Full text in Research Archive
• Hadjerrouit, Said (2016). Mapping and Evaluating Pedagogical Opportunities Provided by Simreal+: A Case Study in Mathematics Education. Conference of the International Journal of Arts and Sciences. ISSN 1943-6114. 9(3), p. 157–162. Full text in Research Archive
• Hadjerrouit, Said (2016). Assessing the Level of Collaborative Writing in a Wiki-Based Environment: A Case Study in Teacher Education. In Spector, J. Michael; Ifenthaler, D.; Sampson, D. G. & Isaias, P. (Ed.), Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Springer. ISSN 9783319302935. p. 197–216. doi: 10.1007/978-3-319-30295-9_12. Full text in Research Archive
• Hadjerrouit, Said (2016). Nobels fredspris: Den tunisiske dialog-kvartetten. In Jahr, Ernst Håkon; Nossum, Rolf Tomas; Storesletten, Leiv & Breen, Olav (Ed.), Agder Vitenskapsakademi Årbok 2015. Portal forlag. ISSN 9788283140842. p. 230–236. Full text in Research Archive
• Hadjerrouit, Said (2016). Using Animation Software to Teach School Informatics: Technical and Pedagogical Evaluation. In Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Ed.), INTED2016 Proceedings 10th International Technology, Education and Development Conference, March 7th-9th, 2016 — Valencia, Spain. International Academy of Technology, Education and Development (IATED). ISSN 9788460856177. p. 5945–5955. doi: 10.21125/inted.2016.0422. Full text in Research Archive Show summary

  The increased availability of digital tools has given teachers new possibilities in teaching school informatics. However, there is little research conducted on the extent to which digital tools support teaching and what criteria should be the basis for evaluating their usefulness. This paper assesses the extent to which animation tools are suitable for teaching school informatics. To assess the usefulness of animation tools, technical and pedagogical usability criteria have been identified. Technical usability criteria aim at measuring how easy it is to use the tool, understand its functionality, and navigate through it. Pedagogical usability criteria are used to assess the extent to which the tool contributes to the learning of the subject matter

• Hadjerrouit, Said & Gautestad, Harald Hoven (2016). Using the Interactive Visualization Tool SimReal+ to Teach Mathematics at the University leve: An Instrumental Approach. International Network for Didactic Research in University Mathematics : INDRUM. p. 429–430. Full text in Research Archive
• Fredriksen, Helge & Hadjerrouit, Said (2016). USING THE FLIPPED CLASSROOM MODEL OF INSTRUCTION TO EXPLORE TEACHING AND LEARNING ACTIVITIES IN MATHEMATICAL EDUCATION FOR ENGINEERS: AN ACTIVITY THEORY PERSPECTIVE. International Network for Didactic Research in University Mathematics : INDRUM. p. 251–252. Full text in Research Archive Show summary

  The main concept of Flipped Classroom (FC) is to invert, or flip, the content of teaching in terms of what is done during the homework phase, compared to the activity in the class with the teacher. Traditionally, the students at higher education attend a lecture, accompanied with tasks to solve at home or in a colloquium arranged by the University. The FC model will alter this completely, giving the students the opportunity to watch the lectures at home using pre-recorded videos. When attending class, instead of listening to a lecture, the students spend the time in a more dialogue-based problem-solving activity. To capture this complexity, the poster proposes a conceptualization of FC within the Activity Theory Framework.

• Hadjerrouit, Said (2015). Evaluating the Interactive Learning Tool SimReal+ for Visualizing and Simulating Mathematical Concepts. In Spector, J. Michael; Ifenthaler, Dirk; Sampson, Demetrios G. & Isaías, Pedro (Ed.), Proceedings of 12th INTERNATIONAL CONFERENCE on COGNITION AND EXPLORATORY LEARNING IN THE DIGITAL AGE (CELDA 2015). IADIS Press. ISSN 9789898533432. p. 101–108. Full text in Research Archive
• Hadjerrouit, Said (2015). Wikis as a Collaboration Tool. In Spector, J. Michael (Eds.), The SAGE Encyclopedia of Educational Technology. Sage Publications. ISSN 9781452258225. p. 845–848. Full text in Research Archive
• Hadjerrouit, Said (2015). Using Wikis to Evaluate Students’Contributions to Collaborative Writing in Teacher Education. In Zvacek, Susan; Restivo, Maria Teresa; Uhomoibhi, James & Helfert, Markus (Ed.), Computer Supported Education. Springer. ISSN 9783319257679. p. 3–18. doi: 10.1007/978-3-319-25768-6_1. Full text in Research Archive
• Hadjerrouit, Said (2015). Learning Benefits of Teaching Methods Used in Informatics at the Secondary School Level: Evaluation and Implications. In Callaos, Nagib; Chu, Hsing-Wei; Sanchez, Belkis & Andres, Tremante (Ed.), Proceedings of the 6th International Multi-Confrence on Complexity, Informatics, and Cybernetics, Volume II. International Institute of Informatics and Systemics. ISSN 9781941763179. p. 131–133. Full text in Research Archive
• Hadjerrouit, Said (2015). Exploring the Effect of Teaching Methods on Students’ Learning of School Informatics. In Cohen, Eli & Boyd, Elizabeth A. (Ed.), Proceedings of Informing Science & IT Education Conference (InSITE) 2015. Informing Science Institute. ISSN 9781932886832. p. 201–219. doi: 10.28945/2183. Full text in Research Archive
• Hadjerrouit, Said (2014). Wiki as a collaborative writing tool in teacher education: Evaluation and suggestions for effective use. Computers in Human Behavior. ISSN 0747-5632. 32, p. 301–312. doi: 10.1016/j.chb.2013.07.004. Full text in Research Archive
• Hadjerrouit, Said (2014). Impacts of MediaWiki on Collaborative Writing Among Teacher Students. In Sampson, Demetrios G.; Spector, J. Michael; Ifenthaler, Dirk & Isaías, Pedro (Ed.), Proceedings of the 11th International Conference - Cognition and exploratory learning in digital age 2014 (CELDA 2014). IADIS Press. ISSN 9789898533234. p. 71–78. Full text in Research Archive
• Hadjerrouit, Said (2014). Using an Evaluation Instrument to Assess Wiki-Based Collaborative Writing in Teacher Education. In Searson, Michael & Ochoa, Marilyn N. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (SITE 2014). Association for the Advancement of Computing in Education (AACE). ISSN 9781939797070. p. 860–867. doi: 10.1007/978-3-319-30295-9_12. Full text in Research Archive
• Hadjerrouit, Said (2014). Wiki-Based Collaborative Writing in Educational Settings: Positive and Negative Effects, Recommendations, and Near-Future Trends. In Searson, Michael & Ochoa, Marilyn N. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (SITE 2014). Association for the Advancement of Computing in Education (AACE). ISSN 9781939797070. p. 868–872. Full text in Research Archive
• Hadjerrouit, Said (2014). Using Quality Criteria for Evaluating Students' Perceptions of Geogebra in Mathematics Education: Results and Implications. Conference of the International Journal of Arts and Sciences. ISSN 1943-6114. 7(2), p. 341–345. Full text in Research Archive
• Hadjerrouit, Said & Alain, Bronner (2014). An Instrument for Assessing the Educational Value of Aplusix (a+x) for Learning School Algebra. In Searson, Michael & Ochoa, Marilyn N. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (SITE 2014). Association for the Advancement of Computing in Education (AACE). ISSN 9781939797070. p. 2234–2241. Full text in Research Archive
• Hadjerrouit, Said (2014). Wiki-mediated Collaborative Writing in Teacher Education: Assessing Three Years of Experiences and Influencing Factors. In Zvacek, Susan; Restivo, Maria Teresa; Uhomoibhi, James & Helfert, Markus (Ed.), CSEDU 2014 - Proceedings of the 6th International Conference on Computer Supported Education. SciTePress. ISSN 9789897580208. p. 5–14. Full text in Research Archive
• Kacerja, Suela; Julie, Cyril & Hadjerrouit, Said (2013). Rasch modeling to assess Albanian and South African learners' preferences for real-life situations to be used in mathematics: a pilot study. Journal of Applied Measurement. ISSN 1529-7713. 14(1), p. 91–105. Full text in Research Archive Show summary

  This paper reports on an investigation on the real-life situations students in grades 8 and 9 in South Africa and Albania prefer to use in Mathematics. The functioning of the instrument used to assess the order of preference learners from both countries have for contextual situations is assessed using Rasch modeling techniques. For both the cohorts, the data fit the Rasch model. The differential item functioning (DIF) analysis rendered 3 items operating differentially for the two cohorts. Explanations for these differences are provided in terms of differences in experiences learners in the two countries have related to some of the contextual situations. Implications for interpretation of international comparative tests are offered, as are the possibilities for the cross-country development of curriculum materials related to contexts that learners prefer to use in Mathematics.

• Hadjerrouit, Said (2013). Evaluating Students' Experiences with Wiki-Based Collaborative Writing in Teacher Education. In Kommers, Piet & Isaías, Pedro (Ed.), Proceedings of the IADIS International Conference e-Society 2013. IADIS Press. ISSN 9789728939823. p. 27–34. Full text in Research Archive
• Hadjerrouit, Said (2013). Collaborative Writing with Wikis: Pedagogical and Technological Implications for Successful Implementation in Teacher Education. In Sampson, Demetrios G.; Isaías, Pedro; Ifenthaler, Dirk & Spector, J. Michael (Ed.), Ubiquitous and Mobile Learning in the Digital Age. Springer. ISSN 9781461433293. p. 173–189. doi: 10.1007/978-1-4614-3329-3_11. Full text in Research Archive
• Hadjerrouit, Said (2013). A Framework for Assessing the Pedagogical Effectiveness of Wiki-Based Collaborative Writing. Interdisciplinary Journal of Knowledge and Learning Objects. ISSN 1552-2210. 9, p. 29–49. doi: 10.28945/1787. Full text in Research Archive
• Hadjerrouit, Said (2013). Using Wikis in Teacher Education: Pedagogical Implications for Collaborative Learning and Writing. Conference of the International Journal of Arts and Sciences. ISSN 1943-6114. 6(1), p. 1–5. doi: 10.15388/infedu.2012.03. Full text in Research Archive
• Hadjerrouit, Said (2013). Using Quality Criteria to Evaluate Students' Views of Collaborative Writing: A Case Study in Teacher Education. In Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Ed.), Proceedings of INTED2013 Conference. International Academy of Technology, Education and Development (IATED). ISSN 9788461626618. p. 3731–3738. Full text in Research Archive
• Hadjerrouit, Said (2012). Pedagogical Criteria for Successful Use of Wikis as Collaborative Writing Tools in Teacher Education. International Proceedings of Economics Development and Research. ISSN 2010-4626. 27, p. 11–15. Full text in Research Archive
• Hadjerrouit, Said (2012). Students’ Uses of Wiki in Teacher Education: A Statistical Analysis. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering. ISSN 2010-376X. 66, p. 1072–1078. Full text in Research Archive Show summary

  Wikis are considered to be part of Web 2.0 technologies that potentially support collaborative learning and writing. Wikis provide opportunities for multiple users to work on the same document simultaneously. Most wikis have also a page for written group discussion. Nevertheless, wikis may be used in different ways depending on the pedagogy being used, and the constraints imposed by the course design. This work explores students’ uses of wiki in teacher education. The analysis is based on a taxonomy for classifying students’ activities and actions carried out on the wiki. The article also discusses the implications for using wikis as collaborative writing tools in teacher education.

• Hadjerrouit, Said (2012). Investigating Technical and Pedagogical Usability Issues of Collaborative Learning with Wikis. Informatica. ISSN 0868-4952. 11(1), p. 45–64. Full text in Research Archive
• Hadjerrouit, Said (2012). Using Wikis to Foster Collaborative Writing: Exploring Influencing Factors to Successful Implementation. In Sampson, Demetrios G.; Spector, J. Michael; Ifenthaler, Dirk & Isaías, Pedro (Ed.), Iadis international conference Celda 2012 - cognition and exploratory learning in digital age. IADIS Press. ISSN 9789898533128. p. 131–138. Full text in Research Archive
• Hadjerrouit, Said (2012). Using Wikis for Collaborative Learning: Critical Evaluation and Recommendations. In Kommers, Piet & Isaías, Pedro (Ed.), Proceedings of the IADIS International Conference e-Society 2012. IADIS Press. ISSN 9789728939670. p. 91–98. Full text in Research Archive Show summary

  Wikis are potentially considered as tools that foster collaborative learning and writing. Yet, there still are critical elements that need to be addressed to promote genuine collaborative writing, such as student resistance against wikis, limited student contribution to collaborative writing with wiki, or that students are reluctant to use wikis for online course work. Using MediaWiki as a platform, this work reports on the evaluation of students’ collaborative writing activities by means of survey questionnaires with open-ended questions, and data logs that are automatically generated by wikis as students perform collaborative writing projects. The results are critically discussed and some recommendations are suggested for collaborative writing with wikis in teacher education.

• Hadjerrouit, Said (2012). Wiki-based collaborative learning in higher education: A pedagogical evaluation. International Journal of Innovation and Learning. ISSN 1471-8197. 12(1), p. 6–26. doi: 10.1504/ijil.2012.047307. Full text in Research Archive Show summary

  The added value of wiki technologies lies in their potential power to support collaborative learning. One of the most important wiki technologies is MediaWiki - a collaborative web-based technology that allows multiple users to easily and quickly contribute to upload, build, and develop content on the web. MediaWiki applications are dynamic, constantly changing pages where users become collaborative authors. The aim of this paper is to allow students in higher education to develop wiki applications using the MediaWiki technology. This article also reports on a pedagogical evaluation of the wiki applications and technology by means of self-evaluation, peer review, and survey questionnaires.

• Hadjerrouit, Said (2011). Collaborative Writing with Wikis: Evaluating Students' Contributions. In Sampson, Demetrios G.; Spector, J. Michael; Ifenthaler, Dirk & Isaias, Pedro (Ed.), Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2011). IADIS Press. ISSN 9789898533043. p. 173–180. Full text in Research Archive Show summary

  Wikis are widely considered as collaborative writing tools that foster collaborative writing. Most studies that report on wiki capabilities to support collaborative writing are based on students’ subjective perceptions, which are not reliable enough to measure the degree and level of contribution to the wiki. A more reliable method is the data log generated by wikis, which tracks all actions and activities performed by each student and stores all previous versions of the wiki. This data log is of considerable interest and inherently more reliable to collect and analyze collaborative writing activities than students’ subjective perceptions. Using MediaWiki as a platform, this work reports on the evaluation of the data logs created by wikis as students perform collaborative writing projects. The results are critically discussed and some pedagogical implications are drawn for collaborative writing in teacher education.

• Hadjerrouit, Said (2011). A Theoretical Framework to Explore Technical and Pedagogical Issues of Wiki-Based Collaborative Learning in Teacher Education. In Torres, I. Candel; Chova, L.Gómez & Martínez, A. López (Ed.), ICERI2011 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788461533244. p. 3841–3846. Full text in Research Archive Show summary

  Wikis have been promoted as tools that facilitate collaborative writing the last few years. However, little research has been done to develop pedagogical criteria are suitable to collaborative learning and writing. The main goal of this work is threefold. First, it addresses four pedagogical criteria that are pertinent to collaborative learning. Second, the criteria are then used to evaluate students’collaborative writing activities using MediaWiki. Finally, some implications are drawn for wiki-based collaborative writing in teacher education.

• Hadjerrouit, Said (2011). A Co-Wrting Development Approach to Wikis: Pedagogical Issues and Implications. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering. ISSN 2010-376X. 77, p. 1008–1015. Full text in Research Archive Show summary

  Wikis are promoted as collaborative writing tools that allow students to transform a text into a collective document by information sharing and group reflection. However, despite the promising collaborative capabilities of wikis, their pedagogical value regarding collaborative writing is still questionable. Wiki alone cannot make collaborative writing happen, and students do not automatically become more active, participate, and collaborate with others when they use wikis. To foster collaborative writing and active involvement in wiki development there is a need for a systematic approach to wikis. Themain goal of this paper is to propose and evaluate a co-writing approach to the development of wikis, along with the study of three wiki applications to report on pedagogical implications of collaborative writing in higher education.

• Hadjerrouit, Said (2011). Based-Learning Objects in Secondary Education: Pedagogical Usability Issues. In Ukjent, Ukjent (Eds.), Multiple perspectives on problem solving and learning in the digital age. Springer. ISSN 9781441976116. p. 37–47. Full text in Research Archive
• Hadjerrouit, Said (2011). A Collaborative Writing Approach to Wikis: Design, Implementation, and Evaluation. Issues in Informing Science and Information Technology (IISIT). ISSN 1547-5840. 8, p. 431–449. doi: 10.28945/1432. Full text in Research Archive Show summary

  Wikis provide teachers with potentially significant opportunities for creating socially engaged tasks that require active student participation and collaboration. Wikis allow students to work to-gether to develop content on the web, giving them a sense of how writing can be carried out col-laboratively. Collaborative writing offer opportunities not only to practice literature review, aca-demic reading and writing, but also to stimulate reflection, knowledge sharing, and critical think-ing. However, despite the potential capabilities of wikis, true collaborative writing does not work by itself as the research literature clearly reveals. To foster collaborative writing, participation, and active involvement in wiki development, there is a need for a systematic approach to the con-struction of wikis. The aim of this paper is to allow students to develop wiki applications using a collaborative writing development approach based on rapid prototyping. The paper also reports on the evaluation of the approach by means of qualitative data collection and analysis methods. Finally, the implications of the approach for collaborative writing are critically discussed accord-ing to a set of requirements associated with software development considerations and pedagogical issues.

• Hadjerrouit, Said (2011). Web-Based Learning Objects in School Education: Pedagogical Usability Issues. In Ifenthaler, Dirk; Isaías, Pedro; Spector, J. Michael; Kinshuk, K & Sampson, Demetrios G. (Ed.), Multiple Perspectives on Problem Solving and Learning in the Digital Age. Springer Science+Business Media B.V.. ISSN 9781441976123. p. 37–48. doi: 10.1007/978-1-4419-7612-3_4. Full text in Research Archive Show summary

  The added value of Web-based learning objects (WBLOs) lies in supporting learners to acquire the right knowledge and skills in order to function as active and collaborative learners. To realize this, WBLOs must be both technically and pedagogically usable. Technical usability in itself is not sufficient. To support the learning process, the usability concept must be extended to include pedagogical considerations. The importance of pedagogical usability in education has been recognized, but not sufficiently researched. In addition, little research has been done to evaluate the pedagogical value of WBLOs. The main goal of this paper is to show how to foster pedagogically usable WBLOs in school education. The article also reports on students’ perceptions of WBLOs by means of survey questionnaires.

• Hadjerrouit, Said (2011). Using Wikis as a Learning Environment in Higher Education: A Pedagogical Evaluation. In Chova, L. Gómez; Torres, I. Candel & Martínez, A. López (Ed.), INTED2011 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788461474233. p. 3074–3080. Full text in Research Archive Show summary

  Wikis are increasingly gaining more and more importance in higher education, because of their potential to support student participation and collaboration. Wikis allow multiple users to easily and quickly contribute to upload, build, create, and develop content on the web. The aim of this paper is to use the MediaWiki technology to develop wiki applications and allow students to take responsibility for creating shared knowledge by means of group interaction and collaborative writing. The paper also reports on a pedagogical evaluation of the wiki applications and MediaWiki technology.

• Hadjerrouit, Said (2011). Using the Interactive Learning Environment Aplusix for Teaching and Learning School Algebra: A Research Experiment in a Middle School. The Turkish Online Journal of Educational Technology - TOJET. ISSN 1303-6521. 10(4), p. 384–389. Full text in Research Archive Show summary

  Most software tools that have been developed with the aim of helping students to learn school algebra have not yet achieved successful results in classroom. Almost all of them are menu-based systems that provide transformation rules in menus and buttons. Aplusix is a new interactive software tool for learning school algebra. In contrast to existing software tools in mathematics education, Aplusix has been developed to allow students to freely build and transform algebraic expressions as they can do on paper. In addition, Aplusix provides appropriate feedback and interactivity, and as such, it becomes a source of learning. This work reports on a research project on the investigation of students’ learning of elementary algebra with Aplusix. The work uses the Theory of Didactical Situations (TDS) to analyze and evaluate the learning potentialities of Aplusix. The paper also reports on implications for the learning of school algebra and the integration of Aplusix into mathematics classroom.

• Brodahl, Cornelia; Hadjerrouit, Said & Hansen, Nils Kristian (2011). Collaborative Writing with Web 2.0 Technologies: Education Students’ Perceptions. Journal of Information Technology Education: Research (JITE: Research). ISSN 1547-9714. 10, p. IIP73–IIP103. doi: 10.28945/1384. Full text in Research Archive

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• Hadjerrouit, Said (2015). Exploring the Effect of Teaching Methods on Students’ Learning of School Informatics. Full text in Research Archive
• Hadjerrouit, Said (2015). Evaluating the Interactive Learning Tool SimReal+ for Visualizing and Simulating Mathematical Concepts. Full text in Research Archive
• Hadjerrouit, Said (2015). Learning Benefits of Teaching Methods Used in Informatics at the Secondary School Level: Evaluation and Implications. Full text in Research Archive
• Hadjerrouit, Said (2013). Evaluating Students' Experiences with Wiki-Based Collaborative Writing in Teacher Education. Full text in Research Archive
• Hadjerrouit, Said (2013). Using Wikis in Teacher Education: Pedagogical Implications for Collaborative Learning and Writing. Full text in Research Archive
• Hadjerrouit, Said (2012). Using Wikis for Collaborative Learning: Critical Evaluation and Recommendations. Full text in Research Archive
• Hadjerrouit, Said (2012). Using Wikis to Foster Collaborative Writing: Exploring Influencing Factors to Successful Implementation. Full text in Research Archive
• Hadjerrouit, Said (2012). Students’ Uses of Wiki in Teacher Education: A Statistical Analysis. Full text in Research Archive
• Hadjerrouit, Said (2012). Pedagogical Criteria for Successful Use of Wikis as Collaborative Writing Tools in Teacher Education. Full text in Research Archive
• Hadjerrouit, Said (2011). A Pedagogical Approach to the Development of Web-Based Learning Resources in School Education. Full text in Research Archive
• Hadjerrouit, Said (2011). A Theoretical Framework to Explore Technical and Pedagogical Issues of Wiki-Based Collaborative Learning in Teacher Education. Full text in Research Archive
• Hadjerrouit, Said (2011). A Collaborative Writing Approach to Wikis: Design, Implementation, and Evaluation. Full text in Research Archive
• Hadjerrouit, Said (2011). An Empirical Evaluation of the Pedagogical Value of a Wiki-based Learning Environment in Higher Education. Full text in Research Archive
• Hadjerrouit, Said (2011). Using the Interactive Learning Environment Aplusix for Teaching School Algebra: A Research Experiment in a Middle School. Full text in Research Archive
• Hadjerrouit, Said (2011). Collaborative Writing with Wikis: Evaluating Students' Contributions. Full text in Research Archive
• Hadjerrouit, Said (2011). Using Wikis for Collaborative Learning: A Case Study for Evaluating Students’ Group Writing. Full text in Research Archive
• Hadjerrouit, Said (2011). A Co-Writing Development Approach to Wikis: Pedagogical Issues and Implications. Full text in Research Archive
• Hadjerrouit, Said (2011). Using Wikis as a Learning Environment in Higher Education: A Pedagogical Evaluation. Full text in Research Archive
• Brodahl, Cornelia; Hansen, Nils Kristian & Hadjerrouit, Said (2011). Collaborative Writing with Web 2.0 Technologies: Education Students’ Perceptions. Full text in Research Archive
• Hadjerrouit, Said (2010). An Empirical Evaluation of Technical and Pedagogical Usability Criteria for Web-Based Learning Resources with Middle School Students. Full text in Research Archive
• Hadjerrouit, Said (2010). Using Digital Learning Resources to Foster Digital Literacy in School Education. Full text in Research Archive
• Hadjerrouit, Said (2010). Implementing a Wiki-Based Learning Environment in Higher Education: A Pedagogical Evaluation. Full text in Research Archive
• Hillesund, Eivind Rudjord; Monaghan, John David & Hadjerrouit, Said (2020). The resource decisions and documents of undergraduate engineering students in mathematics courses. Universitetet i Agder. ISSN 9788284270104. Full text in Research Archive Show summary

  This thesis concerns a multiple case study, carried out at three Norwegian universities. The goal was to find similarities and differences between how engineering students from different university contexts used resources to learn mathematics, and how they made decisions regarding their use of resources. My project had an inductive focus, networking thematic analysis (Braun & Clarke, 2006) with the theoretical framework of the documentational approach to didactics (Gueudet & Trouche, 2009). After my analysis, I also compared my results and conclusions to those of authors who have conducted research projects with a similar focus (i.e. Anastasikis, 2018; Gueudet & Pepin, 2016; Kanwal, 2018; Pepin & Kock, 2019). I generally found that my results were consistent with their reflections, but I had also identified trends that went beyond the ideas within the field. Given the wide focus of the project, the result are numerous, and vary greatly in generality and theoretic value. There are two overarching results that I consider particularly significant to the field of research: I identify an overall structure to students’ decision regarding resources. Students almost exclusively consider resources that are emphasized within the course at hand; that they are familiar with from previous educational experiences or that they are familiar with from non-mathematical activities (for instance YouTube and Google). They primarily make their decisions based on what seems suitable for the task at hand, with preference as a secondary concern. Examinations have a significant impact on what they consider suitable. Their preference for resources are based on quality criteria such as simplicity and that they are able to use the resources efficiently. I introduce the notion of didactical resource purposes. Students use resources for the four purposes of introduction, practice, evaluation and explanation. That is, they use resources to learn the theory and foundations of a topic; to gain experience working mathematically within the confines of the topic; to evaluate their answers, their learning process or their understanding of the topic and to actively search for information when they realize that there is a fact that they do not recall or an aspect of the topic that they do not understand well enough to accomplish their goals.

• Hadjerrouit, Said & Kacerja, Suela (2012). Real-life contexts in mathematics and students` interests : an Albanian study. Universitetet i Agder. Full text in Research Archive
• Hadjerrouit, Said (2011). Karceja, S. (2011). Albanian students’ motives for preferring certain real-life situations for learning mathematics, Volume 32(2). Pythagoras (AMESA). Full text in Research Archive

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