**Dimension 2': Task perception**

Approach 1: Structured approach.

*"If the primary students liked the tasks they were doing, I also felt enthused. The kids needed to be prepared to or taught how to work cooperatively together. Once the roles were formulated and put into practice in the first challenge, cooperation was highly activated in the following challenges."*

*"I found that the kids got involved in democratic decision-making when they perceived a specific role as being necessary for the group. Some kids approached me to ask if they were doing well in the development of the task."*

## Approach 2: Semi-structured approach.

*"Challenges were accomplished in shorter time spans when kids managed themselves. This is similar to what happened when we designed a challenge in terms of materials and roles. In my case, I performed better being an encourager. I think this role is inherent when teaching a real class."*

*"Some kids felt uncomfortable about choosing the material without really knowing the capabilities of using each item. There was no trial and error in terms of choosing the material".*

#### Approach 3: Non-structured approach.

*"I proposed the challenges with enough open-ended variables for the kids to put in their own organization, ideas, and solutions. Some groups came up with more than one solution."*

*"One group didn't come up with any solution. To avoid any anxiety on their part, I asked the kids to reflect on the problems they had encountered, and I guided them towards some new proposals."*
