The fundamental objective of this work is to answer the research questions: How and why does international mobility between teacher-researchers in higher education impact on the didactic methodologies and contents of disciplines that are taught to university students? As an operational objective, it is established to analyze the process of construction of a collaborative network from the trigger of mobility.

There seems to be a consensus that academic mobility favors educational and research quality through the creation of cooperative networks that facilitate the exchange of knowledge and methodologies. Moreover, students were more precise in self-assessing in the indicators: Development of the solving process and use of the ACE, while they had major difficulties in self-assessment for the indicators: Comprehension of the problematic situation and argumentation.ДЄ case of study carried out between the Universidad Latina de Costa Rica and the Universidad de Alicante is presented, in which a Participatory Action Research (PAR) process was applied during the 2018-2021 period.

The results show a general correlation between tutor assessment and self-assessment, with a tendency of students to underestimate their performance. Through a quantitative analysis, studentsвЂ™ self-assessment and tutorsвЂ™ assessment were compared data were cross-checked with studentsвЂ™ answers to a questionnaire. Each problem was assessed by a tutor and self-assessed by students themselves, according to a shared rubric with five indicators: Comprehension of the problematic situation, identification of the solving strategy, development of the solving process, argumentation of the chosen strategy, and appropriate and effective use of the ACE. Participants are grade 11 students (in all 182 participants) in school year 2020/2021 who were asked to solve 8 real-world mathematical problems using an Advanced Computing Environment (ACE).

In particular, the investigation focuses on how accurate the studentsвЂ™ self-evaluations are when compared to external ones, and if (and how) the accuracy in self-assessment changed among the various processes involved in the problem-solving activity. The goal of this research is to study the relationship between self-assessment and the development and improvement of problem-solving skills in Mathematics. It is defined as вЂњthe evaluation or judgment of вЂthe worthвЂ™ of oneвЂ™s performance and the identification of oneвЂ™s strengths and weaknesses with a view to improving oneвЂ™s learning outcomesвЂќ. Self-assessment, in the education framework, is a methodology that motivates students to play an active role in reviewing their performance.

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