Khaled Ben Latief Jemai

• Jemai, Khaled Ben Latief & Rangnes, Toril Eskeland (2024). Identifying tensions when teachers in upper secondary introduce programming in mathematics. Quaderni di Ricerca in Didattica. ISSN 1592-5137. s. 401–410. Vis sammendrag

  In this paper we investigate how two teachers in upper secondary schools engaged with the process of implementing programming in mathematics after a new curriculum was introduced. Based on Bakhtin’s dialogism and his theory about tensions between voices as a potential for learning, we seek to explore the teachers’ struggle when introducing programming. We are also inspired by Brennan’s identified tensions, which describe what professional development designers must balance when designing teacher courses in programming. The data are interviews with two teachers after their first year of teaching programming in mathematics. The results demonstrate contradictions and tensions between voices from teachers, learners, authorities and between what their aspirations were when they started teaching programming and what they experienced. This provides insights that can be useful for educators and policymakers to better support programming integration into mathematics courses.

• Jemai, Khaled Ben Latief; Vafaei, Mohammad Taghi; Kvamme, Bjørn & Chejara, Ashok (2017). Simulation of CO2 hydrate formation in cold aquifers: nonequilibrium approach. Arabian Journal of Geosciences. ISSN 1866-7511. 10:113(5), s. 1–16. doi: 10.1007/s12517-017-2888-1.
• Jemai, Khaled; Kvamme, Bjørn & Vafaei, Mohammad Taghi (2014). Theoretical studies of CO2 hydrates formation and dissociation in cold aquifers using retrasocodebright simulator. WSEAS Transactions on Heat and Mass Transfer. ISSN 1790-5044. 9, s. 150–168. doi: 10.1016/j.egypro.2012.05.170.
• Vafaei, Mohammad Taghi; Kvamme, Bjørn; Chejara, Ashok & Jemai, Khaled (2014). Simulation of hydrate dynamics in reservoirs. SPE Journal. ISSN 1086-055X. 19(2), s. 215–226. doi: 10.2118/167259-pa.
• Vafaei, Mohammad Taghi; Kvamme, Bjørn; Chejara, Ashok & Jemai, Khaled (2014). A new reservoir simulator for studying hydrate dynamics in reservoir. International Journal of Greenhouse Gas Control. ISSN 1750-5836. 23, s. 12–21. doi: 10.1016/j.ijggc.2014.02.001.
• Chejara, Ashok; Kvamme, Bjørn; Vafaei, Mohammad Taghi & Jemai, Khaled (2013). Simulations of long term methane hydrate dissociation by pressure reduction using an extended RetrasoCodeBright simulator. Energy Conversion and Management. ISSN 0196-8904. 68, s. 313–323. doi: 10.1016/j.enconman.2012.09.003.
• Vafaei, Mohammad Taghi; Kvamme, Bjørn; Chejara, Ashok & Jemai, Khaled (2012). Nonequilibrium modeling of hydrate dynamics in reservoir. Energy & Fuels. ISSN 0887-0624. 26(6), s. 3564–3576. doi: 10.1021/ef300348r.
• Chejara, Ashok; Kvamme, Bjørn; Vafaei, Mohammad Taghi & Jemai, Khaled (2012). Theoretical studies of Methane Hydrate Dissociation in porous media using RetrasoCodeBright simulator. Energy Procedia. ISSN 1876-6102. 18, s. 1533–1540. doi: 10.1016/j.egypro.2012.05.170.

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• Jemai, Khaled Ben Latief (2023). Modellering av normalfördelad data. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. s. 81–86.
• Rangnes, Toril Eskeland; Jemai, Khaled Ben Latief & Maugesten, Marianne (2023). Lærerstudenters refleksjoner og posisjonering i arbeid med programmering . Vis sammendrag

  Etter innføring av programmering i LK20 fikk matematikk som ett av flere fag, et særlig ansvar for opplæring i programmering. Det er behov for mer kunnskap om lærerstudenters tilnærming når de nå må lære programmering i matematikk. Utgangspunktet for studien er et arbeidskrav der studenter på 5. året (masterstudenter i matematikk, GLU1-7 og 5-10) skal løse et selvvalgt matematikkproblem med bruk av programmering og algoritmisk tenking. De blir bedt om å reflektere over arbeidsprosessen og over hva de lærte i prosessen om seg selv som problemløsere. Data er 15 skriftlige innleveringer som studentene har tillatt at vi brukersom data. Som teoretisk rammeverk tar vi utgangspunkt i posisjoneringsteori (Van Langenhove og Harré, 1998; Harré et al., 2009). I vår begynnende analyse finner vi at de fleste studentene beskriver seg som nybegynnere i programmering. Disse deler seg i to grupper; de som posisjonerer seg som nysgjerrige og utholdende, og de som posisjonerer seg som frustrerte og utålmodige i aktiviteten. Selv om oppdraget var å løse et matematisk problem med programmering der målet var deres egen læring, posisjonerer de fleste studentene seg som framtidige lærere og bruker dette både til å begrunne valg av oppgaver, vanskegrad de velger, og når de reflekterer over «nytteverdien» av aktiviteten. Resultatene vil bli brukt for å videreutvikle undervisningen i programmering i matematikk for lærerstudenter.

• Jemai, Khaled Ben Latief & Rangnes, Toril Eskeland (2023). Identifying tensions when teachers in upper secondary intro-duce programming in mathematics. Vis sammendrag

  Abstract. This paper aims to explore how two teachers in upper secondary schools engaged with the process of implementing programming in mathematics after a new curriculum was introduced. Bakhtin´s dialogism with tensions between voices is used to understand the tension as a potential for learning. We are also inspired by Brennan’s tensions, which describe what professional development designers have to balance when designing teacher courses in programming. The data are interviews with two teachers after their first year of teaching programming in mathematics. The results demonstrate contradictions and tensions between voices from teachers, learners, and authorities and between actual and aspirational. This can provide insights that can be useful for educators and policy-makers to better support programming integration into mathematics courses.

• Chejara, Ashok; Kvamme, Bjørn; Vafaei, Mohammad Taghi & Jemai, Khaled (2012). Theoretical studies of Methane Hydrate Dissociation in porous media using RetrasoCodeBright simulator.
• Vafaei, Mohammad Taghi; Kvamme, Bjørn; Chejara, Ashok & Jemai, Khaled (2012). Simulation of hydrate dynamics in reservoirs.
• Chejara, Ashok; Kvamme, Bjørn; Vafaei, Mohammad Taghi & Jemai, Khaled (2011). Simulation of underground CO2 storage.
• Kvamme, Bjørn; Jemai, Khaled; Chejara, Ashok & Vafaei, Mohammad Taghi (2011). Simulation of geomechanical effects of CO2 injection in cold aquifers with possibility of hydrate formation.
• Kvamme, Bjørn; Vafaei, Mohammad Taghi; Chejara, Ashok & Jemai, Khaled (2011). Simulation of hydrate dynamics in reservoirs.
• Kvamme, Bjørn; Kuznetsova, Tatiana; Qasim, Muhammad; Vafaei, Mohammad Taghi; Chejara, Ashok & Jemai, Khaled [Vis alle 11 forfattere av denne artikkelen] (2011). Multiscale modelling of CO2 storage in cold reservoirs.
• Jemai, Khaled; Kvamme, Bjørn; Chejara, Ashok & Vafaei, Mohammad Taghi (2011). Simulation of geomechanical effects of CO2 injection in fractured reservoir.
• Kvamme, Bjørn; Vafaei, Mohammad Taghi; Chejara, Ashok & Jemai, Khaled (2011). Reservoir scale simulation of hydrate dynamics.
• Jemai, Khaled; Kvamme, Bjørn & Kuznetsova, Tatiana (2014). Modeling Hydrate Phase Transitions in Porous Media Using a Reactive Transport Simulator. Universitetet i Bergen. ISSN 978-82-308-2813-7.
• Jemai, Khaled (2014). Modeling Hydrate Phase Transitions in Porous Media Using a Reactive Transport Simulator. Universitetet i Bergen. ISSN 978-82-308-2813-7.

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