Khaled Ben Latief Jemai

• Caspari-Sadeghi, Sima; Bredberg, Johan Per Ivar Bo; Forster-Heinlein, Brigitte; Proel, Moritz & Jemai, Khaled Ben Latief (2026). Developing Assessment Literacy in Mathematics Instructors: Enhancing Professional Judgement in Higher Education. European Journal of Mathematics and Science Education (EJMSE). 7(2), p. 71–86. doi: 10.12973/ejmse.7.2.71. Full text in Research Archive Show summary

  Teacher assessment literacy has been a focal point in educational policy, practice, and research for decades. While extensive literature exists on assessment literacy among K-12 teachers, empirical studies exploring its development among higher education faculty remain limited. This study addresses this gap by investigating how university mathematics educators in Germany and Norway enhanced their professional judgement of student work through a discipline-specific, classroom-embedded, and participatory professional development initiative. Drawing on theoretical models of teacher assessment competency and situated professional judgement, this research offers insights into fostering assessment literacy within higher education contexts. Educators collaboratively designed and implemented various assessment-for-learning interventions—such as rubrics and exemplars—and engaged in systematic inquiry through focused observation, field notes, and questionnaires. To deepen their professional judgement, educators conducted structured analyses of student work using cognitive commentary and think-aloud protocols. Inter-rater reliability checks were used to ensure consistency in their judgements. Findings from a follow-up focused group showed that educators’ assessment competence is highly context-dependent and discipline-specific. Their judgements were shaped by ongoing compromise and negotiation of factors like personal beliefs, pedagogical content knowledge, i.e., their knowledge of curriculum, expected learning progression, and learners. These findings support previous research on the adaptive nature of assessment competence and highlight the need for tailored, evidence-based professional development opportunities in assessment for higher education faculty.

• Caspari-Sadeghi, Sima; Forster-Heinlein, Brigitte; Proell, Moritz; Bredberg, Johan Per Ivar Bo & Jemai, Khaled Ben Latief (2026). Fostering evaluative judgement in mathematics: involving students in evaluation. International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. p. 1–18. doi: 10.1080/0020739x.2026.2625811. Full text in Research Archive Show summary

  A fundamental goal of higher education is to develop students’ life-long learning capability. There is growing evidence that classroom assessment practises impact students’ approaches to learning, academic outcomes and future learning. This study explores how fostering students’ evaluative judgement competence – the capability to judge the quality of work of self and others – can enhance mathematics learning through carefully designed assessments which are both sustainable and transferable to future learning and job-related contexts. Using interventions such as exemplars, rubrics, feedback, self-assessment and peer assessment, students were provided with learning opportunities to practise evaluative judgement by understanding, justifying and producing work based on pre-defined quality standards and criteria. Data were collected over two semesters from undergraduate mathematics courses in Norway and Germany, examining three aspects of learning outcomes: (a) cognitive outcomes (e.g. student-generated artefacts), (b) affective outcomes (students’ motivation and satisfaction) and (c) behavioural outcomes (e.g. engagement). The findings suggest that evaluative judgement interventions had a positive overall impact on academic performance. However, the effectiveness and extent of these interventions varied depending on factors such as students’ characteristics and assessment cultures. The results can inform future research and practises to cultivate Self-Regulated Leaning (SRL) and evaluative judgement in mathematics education.

• Kaufmann, Odd Tore; Jemai, Khaled Ben Latief; Maugesten, Marianne & Rangnes, Toril Eskeland (2026). Student Teachers as Learners and Teachers: Praxeological Perspectives on Programming in Mathematics. Education Sciences. 16(1). doi: 10.3390/educsci16010104. Full text in Research Archive Show summary

  This study investigates how master’s student teachers (MSTs) conceptualize and integrate programming and computational thinking within mathematics education. Grounded in the Anthropological Theory of the Didactic, and specifically its notion of praxeology, the study analyses 39 written reflections produced by MSTs who completed a compulsory programming-based mathematics task. The analysis identifies both mathematical and didactic praxeologies, revealing how MSTs’ engagement with programming reflects their development both as learners and as future teachers. The findings demonstrate that MSTs’ personal learning strategies, such as exploration, iteration, and productive struggle, closely parallel their envisioned classroom practices. The findings also show that many participants framed programming itself as the central learning object, highlighting a need to develop confidence and competence before applying programming as a tool for mathematical inquiry. The study argues that programming tasks provide a productive arena for bridging theory and practice in teacher education by fostering an interplay between praxis (know-how) and logos (know-why). Finally, the results indicate that MSTs require institutional support specifically aimed at developing basic programming fluency (e.g., handling syntax, debugging, and programming environments), so that computational thinking can be mobilized for mathematical exploration rather than being overshadowed by technical challenges.

• Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland; Sachdeva, Shipra; Kaufmann, Odd Tore & Maugesten, Marianne (2025). Preservice teachers and their computational thinking perspectives. In Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Ed.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy.. European Society for Research in Mathematics Education. ISSN 9791221086553. p. 2456–2463. doi: https:/hal.science/hal-05279705v1. Full text in Research Archive Show summary

  This study aims to provide teacher educators with valuable insights into preservice teachers’ (PTs’) perspectives on computational thinking (CT). We analyse three PTs’ notes from their process and reflections when solving mathematics problems with programming to identify their CT perspectives. We employed Brennan and Resnick’s CT framework focusing on CT perspectives and applied Warshauer's concept of productive struggle to gain deeper insight into what the PTs see as struggle and how they valued it. Our findings suggest that the PTs’ positioned themselves as novices in programming, focusing on learning programming and making something useful for their students to support their students’ learning. They chose well known mathematical problems claiming that programming was the main challenge. Their struggles with programming were valued as part of their learning process.

• Maugesten, Marianne; Kaufmann, Odd Tore; Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland & Sachdeva, Shipra (2025). Preservice teachers' identity as programmers in mathematics. In Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Ed.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy.. European Society for Research in Mathematics Education. ISSN 9791221086553. p. 3027–3034. doi: http:/hal.science/hal-05284438v1. Full text in Research Archive Show summary

  In this study we investigate preservice teachers’ actual and designated identities. Analyses of preservice teachers' reflection notes written to complete a compulsory task about programming reveal both similarities and differences between preservice teachers' actual and designated identities. Both identities reflect a positive attitude towards programming and the importance of computational thinking. However, actual identity highlights preservice teachers' knowledge of problem-solving and their perception of programming as challenging but rewarding. In contrast, designated identity emphasizes the importance of programming knowledge to enhance students' learning, and knowledge of different programming tools to develop the students’ knowledge.

• Abuhasanein, Youssef; Rejeb, Abdessatar & Jemai, Khaled Ben Latief (2025). Challenges to learning mathematical concepts among sixth-grade students in primary education: A teachers’ perspective. International Electronic Journal of Mathematics Education (IEJME). 20(2). doi: 10.29333/iejme/15918. Full text in Research Archive
• 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. p. 401–410. Full text in Research Archive Show summary

  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), p. 1–16. doi: 10.1007/s12517-017-2888-1. Full text in Research Archive
• 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, p. 150–168. doi: 10.1016/j.egypro.2012.05.170. Full text in Research Archive
• 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, p. 12–21. doi: 10.1016/j.ijggc.2014.02.001. Full text in Research Archive
• Vafaei, Mohammad Taghi; Kvamme, Bjørn; Chejara, Ashok & Jemai, Khaled (2014). Simulation of hydrate dynamics in reservoirs. SPE Journal. ISSN 1086-055X. 19(2), p. 215–226. doi: 10.2118/167259-pa. Full text in Research Archive
• 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, p. 313–323. doi: 10.1016/j.enconman.2012.09.003. Full text in Research Archive
• Vafaei, Mohammad Taghi; Kvamme, Bjørn; Chejara, Ashok & Jemai, Khaled (2012). Nonequilibrium modeling of hydrate dynamics in reservoir. Energy & Fuels. ISSN 0887-0624. 26(6), p. 3564–3576. doi: 10.1021/ef300348r. Full text in Research Archive
• Chejara, Ashok; Kvamme, Bjørn; Vafaei, Mohammad Taghi & Jemai, Khaled (2012). Theoretical studies of Methane Hydrate Dissociation in porous media using RetrasoCodeBright simulator. Energy Procedia. 18, p. 1533–1540. doi: 10.1016/j.egypro.2012.05.170. Full text in Research Archive Show summary

  Methane hydrates in reservoir are generally not in chemical equilibrium, there may be several competing hydrate phase transitions like for instance hydrate dissociation due to pressure or temperature changes, hydrate reformation, hydrate dissociation due to contact with under saturated fluids and mineral surfaces. The limited numbers of reservoir simulators, which have incorporated hydrate, are normally simplified by considering only pressure and temperature as criteria for hydrate stability region. If kinetic description is used it is very oversimplified and usually extracted from models derived from experiments in pressure, temperature volume controlled laboratory cells. Reservoir scale simulation of hydrate dynamics are important investigations, which enable engineers to predict the production potential of a methane hydrate reservoir and propose efficient production scenarios. Several research groups have been recently working on this subject but there seems to be significant differences in their approaches and results. In this work a reactive transport reservoir simulator, namely Retraso CodeBright (RCB), has been modified to account for hydrate kinetic phase transitions in the reservoir. For this purpose, hydrate has been added as a pseudo-mineral component and advanced kinetic models of hydrate phase transitions have been developed. The main tools for generating these models have been phase field theory simulations, with thermodynamic properties derived from molecular modelling. The detailed results from these types of simulations provides information on the relative impact of mass transport, heat transport and thermodynamics of the phase transition which enable qualified simplifications for implementation into RCB. The primary step was to study dissociation of methane hydrate under depressurization condition with a certain kinetic rate on a model inspired based on real methane reservoir. Messoyakha methane hydrate reservoir from East Siberia was chosen for constructing model for this theoretical study. Details of the simulator, and numerical algorithms, are discussed in detail and some relevant examples are shown.

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• Caspari-Sadeghi, Sima; Bredberg, Johan Per Ivar Bo & Jemai, Khaled Ben Latief (2026). Matematik: kollegiala samtal för att förbättra professionell bedömning i matematik. doi: http:/matematikdidaktik.org/index.php/valkommen-till-madif-15/. Full text in Research Archive Show summary

  Denna presentation ger en översikt över ett internationellt samarbetsprojekt som syftar till att stärka professionell bedömning i matematik. Inom utbildning syftar professionell bedömning på användandet av kunskap, färdigheter, erfarenhet eller intuition för att uppfatta och utvärdera kvalitet, styrkor och svagheter i studenters arbeten. Bedömning är den grundläggande basen för lärares pedagogiska beslut och handlingar i klassrummet (Poskitt och Mitchell, 2012). Trots att det finns omfattande forskning om professionell bedömning bland lärare i grund- och gymnasieskolan, saknas det i stor utsträckning empiriska studier som undersöker hur universitetslärare i matematik bedömer studenters matematiska resonemang och prestationer. Med hjälp av teoretiska ramverk för lärares bedömningskompetens (Xu och Brown, 2016) samt bedömnings- och beslutsfattandeprocesser (Borko et al., 2008), adresserar denna studie denna forskningslucka genom: (a) ett deltagarbaserat kompetensutvecklingsinitiativ som främjar tillförlitlig och konsekvent bedömning genom modererade, strukturerade matematiska samtal mellan kollegor, samt (b) en undersökning av vilka utmaningar lärare möter när de bedömer studentarbeten i matematik. Genom att betona samarbete och dialog mellan matematiker främjar projektet kommunikativa praxis som kan stärka kvaliteten på professionell bedömning i matematikundervisningen.

• Caspari-Sadeghi, Sima; Bredberg, Johan Per Ivar Bo; Jemai, Khaled Ben Latief; Forster-Heinlein, Brigitte & Proell, Moritz (2025). Sustainable assessment-for-learning in mathematics: Developing students’ self-regulated learning. doi: https:/aea-europe.net/26th-annual-conference-of-the-association-for-educational-assessment-europe/. Full text in Research Archive
• Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland; Sachdeva, Shipra; Kaufmann, Odd Tore & Maugesten, Marianne (2025). Preservice teachers and their computational thinking perspectives. Full text in Research Archive
• Maugesten, Marianne; Kaufmann, Odd Tore; Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland & Sachdeva, Shipra (2025). Preservice teachers’ identity as programmers in mathematics. Full text in Research Archive
• Jemai, Khaled Ben Latief & Rangnes, Toril Eskeland (2023). Identifying tensions when teachers in upper secondary intro-duce programming in mathematics. Full text in Research Archive Show summary

  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.

• Jemai, Khaled Ben Latief (2023). Modellering av normalfördelad data. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. p. 81–86. Full text in Research Archive
• Rangnes, Toril Eskeland; Jemai, Khaled Ben Latief & Maugesten, Marianne (2023). Lærerstudenters refleksjoner og posisjonering i arbeid med programmering . Full text in Research Archive Show summary

  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.

• Vafaei, Mohammad Taghi; Kvamme, Bjørn; Chejara, Ashok & Jemai, Khaled (2012). Simulation of hydrate dynamics in reservoirs. Full text in Research Archive
• Chejara, Ashok; Kvamme, Bjørn; Vafaei, Mohammad Taghi & Jemai, Khaled (2012). Theoretical studies of Methane Hydrate Dissociation in porous media using RetrasoCodeBright simulator. Full text in Research Archive
• 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. Full text in Research Archive Show summary

  The injection of CO2 in saline aquifers can have a significant impact on the geochemistry and the geo-mechanics of the reservoirs. Due to this injection, minerals will dissociate in regions with low pH or precipitate in regions with high pH, which imply changes on the stability of the reservoir. Some of the reservoirs in North Sea, and in the Barents Sea, have very low seafloor temperatures. In addition to mineral reactions, CO2 hydrate formation is also a potential local effect with impact on porosity, permeability and geo-mechanics. In this paper, the geological storage of CO2 in saline aquifers is studied. A 2D hydro-chemical mechanical model is created which has 3 layers (2 layers with aquifers and 1 layer with cap rock on which two fractures are introduced). A reactive transport reservoir simulator RetrasoCodeBright (RCB) has been used to simulate the storage of CO2 in this model. Hydrate formation possibility is included in the model. For this purpose hydrate has been added as a pseudo-mineral component and the hydrate phase transition dynamics have been implemented into RetrasoCodeBright. Corrections for effects of porosity changes on permeability are included but so far based on traditional correlations for mineral/fluid. In other parts of the project, these correlations will be reworked for the special case of "hydrate mineral". In both cases, we focus on the implications of the dissociation or precipitation of minerals as well as hydrate formation or dissociation (according to the value of pH) on geo-mechanical properties of the reservoir.

• Kvamme, Bjørn; Vafaei, Mohammad Taghi; Chejara, Ashok & Jemai, Khaled (2011). Simulation of hydrate dynamics in reservoirs. Full text in Research Archive Show summary

  Gas hydrates in reservoirs are generally not in thermodynamic equilibrium and there may be several competing phase transitions involving hydrate. Formation of carbon dioxide hydrates during aquifer storage of carbon dioxide involves roughly 10% volume increase compared to groundwater. Dissociation of hydrate towards under saturated fluid phases involves the same level of contraction. Hydrate phase transitions are generally fast (scales of seconds) compared to mineral dissolution and precipitation and it is unlikely that a time shifted explicit coupling to geo mechanical analysis will be able to capture the appropriate dynamic couplings between flow and changes in stress. The need for geo mechanical integrity of the storage site therefore requires a reservoir simulator with an implicit solution of mass flow, heat flow and geo mechanics. And since carbon dioxide involved in hydrate is also involved in different geochemical reactions we propose a scheme where all possible hydrate formation (on water/carbon dioxide interface, from water solution and from carbon dioxide adsorbed on mineral surfaces) as well as all different possible dissociations are treated as pseudo reactions but with kinetics derived from advanced theoretical modelling. The main tools for generating these models have been phase field theory simulations, with thermodynamic properties derived from molecular modelling. The detailed results from these types of simulations provides information on the relative impact of mass transport, heat transport and thermodynamics of the phase transition which enable qualified simplifications for implementation into RCB. The primary step was to study the effect of hydrate growth or dissociation with a certain kinetic rate on the mechanical properties of the reservoir. Details of the simulator, and numerical algorithms, are discussed in detail and some relevant examples are shown.

• Kvamme, Bjørn; Vafaei, Mohammad Taghi; Chejara, Ashok & Jemai, Khaled (2011). Reservoir scale simulation of hydrate dynamics. Full text in Research Archive
• Kvamme, Bjørn; Kuznetsova, Tatiana; Qasim, Muhammad; Vafaei, Mohammad Taghi; Chejara, Ashok & Jemai, Khaled [Show all 11 contributors for this article] (2011). Multiscale modelling of CO2 storage in cold reservoirs. Full text in Research Archive
• Jemai, Khaled; Kvamme, Bjørn; Chejara, Ashok & Vafaei, Mohammad Taghi (2011). Simulation of geomechanical effects of CO2 injection in fractured reservoir. Full text in Research Archive
• Chejara, Ashok; Kvamme, Bjørn; Vafaei, Mohammad Taghi & Jemai, Khaled (2011). Simulation of underground CO2 storage. Full text in Research Archive
• Jemai, Khaled; Kvamme, Bjørn & Kuznetsova, Tatiana (2014). Modeling Hydrate Phase Transitions in Porous Media Using a Reactive Transport Simulator. Universitetet i Bergen. ISSN 9788230828137. Full text in Research Archive
• Jemai, Khaled (2014). Modeling Hydrate Phase Transitions in Porous Media Using a Reactive Transport Simulator. Universitetet i Bergen. ISSN 9788230828137. Full text in Research Archive

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