The final TeamUP Rubric arising from this study validly measures individual student teamwork skills and can be used with confidence in the university setting.

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The emerging concept of generative dialogue is accompanied by strong claims for its benefit. A literature review identified six dominant models of generative dialogue across the range of disciplines of education, business studies, counselling and psychology. Through the analysis, commonalities and differences between the different models are identified, with an ultimate goal of providing an overarching description of those crucial attributes that make generative dialogue and its implementation beneficial as a management tool in education.

This study examines primary and early childhood pre-service teachers' strategies on a written task that promotes 3D geometric thinking and visualization processes. Visualization and conceptualisation of 3D objects are complex cognitive processes, and both require the development of students' abilities to decode and encode spatial information. The analysis of 289 pre-service teachers' written responses resulted in identifying students' difficulties in decoding and encoding visual information. The visual information dominated student thinking, and they found it hard to identify relationships between the 2D representation and the 3D mental construction of the solids. Most made incorrect claims regarding relative volumes. Neither spatial visualisation nor formuladriven computation provided adequate engagement with the task. Visualization and conceptualisation of 3D objects are complex cognitive processes, and pre-service teachers need to engage with a variety of learning activities to help them develop their abilities to decode and encode spatial information and, it is hoped, develop their 3D geometric thinking. However, from a learning approach perspective, the results indicate a dominant surface learning approach; this may arise from prior inadequate learning. The best lesson the student may get, therefore, from this task is not the mastery of a mathematical computation, but awareness of the importance of teaching design and aligned teaching methods.

This study examines children's thinking about geometrical solids through an investigation of dynamic transformations employed by young children making mental transformations of an orthogonal parallelepiped. The focus of the study is on the investigation of the role that a dynamic environment could play in the development of children's geometrical thinking concerning geometrical solids and their properties. Twenty 6th grade children, who had previously worked with dynamic transformations of physical models of geometrical solids in their classroom, were interviewed. Analysis of the data resulted in a categorization of children's thinking, and indicated a development from a perceptual to a geometrical consideration of the solid. Although not all the children reached an advanced level of thinking, the context of dynamic transformations promoted the development of most children's geometrical thinking. There is also an indication that children's experience with dynamic transformations of physical models in a mathematics classroom environment can act to allow children to transfer experience to the context of mental transformations.