Technological enhancement of teaching and learning of mathematics has been an expanding topic of research. A considerable body of research explores the potential of technologies in teaching and learning mathematics, however, a review of the literature shows that there is little research on how students use these digital tools to solve mathematical tasks. This study follows students’ use of a digital tool (Desmos) when working with quadratic functions. The study analyses data collected from 28 Year 11 students from a school in Sweden focussing on the students’ usage of Desmos as they solved multiple tasks. Students worked in pairs, and their discussions were video-recorded and analysed using a content analysis framework. The analysis reveals four categories of approach; solve algebraically and verify with Desmos, solve with Desmos and verify algebraically, integrated method, where students use the tool differently for different problem-solving questions, and lastly using Desmos as an aide, a category including students that used Desmos to solve tasks completely after failed algebraic attempts. Our findings can thus be of great value in assisting teachers in recognising these differences and provide opportunities for students to explore the use of digital tools in enhancing both their learning experience and performance.

This study examines the effect of using Desmos on students’ performance in learning functions. An embedded mixed methods design was applied and involved 98 students from an upper secondary school in Sweden. Students’ assessments (pre- and post-test) and opinion polls were the two main data collection instruments. The results show that both groups (experimental and control) experienced a significant improvement in their post-test scores. However, the experimental group had a statistically significant improvement in comparison with that of the control group across the five constructs used in this study. The qualitative data revealed that the majority of the students ascribed a positive effect of the use of Desmos on their general understanding of function concepts, their ability to analyze functions and check their answers through visualization, which are difficult when working using paper and pencil.

Students’ ability to solve problems that require higher order thinking skills is not just necessary but also a sufficient condition in our quest for training students who have the skills and competencies to compete effectively both at the national and international levels. Achieving SDG4 is underpinned by examining how UNESCO’s sustainable competencies with emphasis on systems thinking, anticipatory, normative, strategic, critical thinking, self-awareness, and integrated problem-solving competencies are integrated or understood within the classroom context. Despite the integration of problem-solving into the Swedish school curriculum, students’ performance in this area has not been as expected. This study, therefore, examines the problem-solving attitudes of Swedish students and its implications for teacher training and development. Using a survey design and the Problem-Solving Attitude Inventory (PSAI) data was collected from 432 (primary, lower and upper secondary) students. Descriptive and inferential (ANOVA) statistics analyses were conducted to examine the problem-solving attitudes among the different grade levels. The results show that two of the constructs (problem-solving tendency, personal control) were statistically significant., F(2, 429)=5.007, p=0.007 and F(2,429)=3.071, p=0.047 respectively. The constructs (problem-solving confidence and avoidance style) did not show any statistically significant difference, F(2, 429) = 1.609, p = 0.201 and F(2, 429) = 0.484, p = 0.616 respectively between school levels. The results show that primary school students ascribed more positively to the items in the four constructs as compared to their lower and upper secondary peers. Personal control was the main contributing construct and had a direct influence on the other constructs. The ANOVA also showed a significant difference between gender and problem-solving attitudes with males ascribing more positively to all the four constructs except personal control. The results provide critical implications for teacher training and development. The conceptual framework shows that there is a need for teacher training programmes to equip teachers on how to change or influence students' self-control characteristics. We suggest the use of contextual and challenging activities to help enhance students’ personal.-control construct.