Knowledge sharing in the process of developing a cross-border knowledge region

Knowledge Regions are insufficiently studied by academia. The aim of the article is to analyse Knowledge Region (KR) by inter-linking knowledge creation theories, including knowledge management and knowledge sharing for the purpose of developing of a Cross-Border Knowledge Region (CB KR). The empirical study of the cross-border cooperation organisation and a theoretical debate on the creation processes of CB KR are linked. This methodology puts in evidence that an intermediary organisation and CB KR creation processes are explicitly linked as it facilitates the development of a KR. The originality is that cross-border cooperation organisation is studied by applying the three-element model developed by Nonaka, Toyama and Konno to an intermediary organisation. The intermediary organisation covers Helsinki and Tallinn capital city-region(s) and is used as a Place/Space/Ba in this article. The outcomes prove that intermediary organisations should be part of KR development processes.     

Analysing proof-related competences in Estonian,Finnish and Swedish mathematics curricula—towards a framework of developmental proof

Many countries are revising their mathematics curriculum in order to elevate the role of proof and argumentation at all school levels and for all student groups. Yet, we have very little research on how proof-related competences are aimed to be developed in the mathematics curricula of different countries in Grades 1 to 12. This article contributes to filling this gap by analysing and comparing three countries’ curricula from the perspective of developmental proof. For this purpose, we created an analytical frame of proof-related competences that could be connected to the development of students’ understanding and skills concerning argumentation and mathematical proof. The analysis reveals three quite different trajectories with specific characteristics, shortcomings and strengths.