Publicaties
2025
Wetenschappelijke publicaties
Vakpublicaties
van der Maeden, S., Veldhuis, M., & Doorman, M. (2025). Wiskundige attitude in een doosje. Volgens Bartjens, 44(5), 15-17. https://www.volgens-bartjens.nl/art/50-8522_Wiskundige-attitude-in-een-doosje
2024
Wetenschappelijke publicaties
Rijborz, D., & Veldhuis, M. (2024). Omgevingsbewustzijn ontwikkelen met een digitale tool. Tijdschrift voor Lerarenopleiders, 45(3), 1-20.
Veldhuis, M., & Boerma, I. (2024). Kijk naar jezelf! Universitaire pabostudenten ontwerpen en onderzoeken een geïntegreerd aanbod taal en rekenen-wiskunde. Volgens Bartjens Ontwikkeling en Onderzoek, 43(5), 45-62. https://www.volgens-bartjens.nl/art/50-8013_Kijk-naar-jezelf-Universitaire-pabostudenten-ontwerpen-en-onderzoeken-een-geintegreerd-aanbod-taal-en-rekenen-wiskunde
Vakpublicaties
van der Maeden, S., Veldhuis, M., Doorman, M., & Bakker, A. (2024). Wiskundige attitude binnen het primair onderwijs: Aan de hand van een rekenactiviteit voor groep 6 leerlingen. Poster session presented at Onderwijs meets Onderzoek 2024, Utrecht, Netherlands. [Portal]
2023
Wetenschappelijke publicaties
Keijzer, R., & Veldhuis, M. (2023). Professionalizing primary school mathematics teacher educators. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13): TWG27 (pp. 1-8). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/hal-04420716v1 [Portal]
Vollmuller, B., Veldhuis, M., Otten, M., Stuber, S., Anantharajan, M., & Keijzer, R. (2023). Developing functional thinking from teacher education to primary school: Students walk along the number line. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13): TWG18 (pp. 1-2). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/hal-04421428v1 [Portal]
Keijzer, R., Kool, M., Veldhuis, M., Stuber, S., & Roelofs, J. (2023). Professionalizing primary school mathematics teacher educators. In EAPRIL 2022 Conference Proceedings (Vol. 8, pp. 10-22) [Repository]
Kool, M., Van Doornik-Beemer, H., Keijzer, R., Veldhuis, M., & van Zanten, M. (2023). Kwaliteitscriteria voor het reken-wiskundeonderwijs op de pabo. Volgens Bartjens Ontwikkeling en Onderzoek, 42(4), 41-53. https://www.volgens-bartjens.nl/media/6/vboo42_04_01_kool_et_al_maart2023.pdf [Portal]
Vakpublicaties
Veldhuis, M., & Stuber, S. (2023). Wat is de geheime regel? Pabostudenten lopen over de getallenlijn en vinden de regels. Volgens Bartjens, 43(1), 28-31. https://www.volgens-bartjens.nl/art/50-7638_Wat-is-de-geheime-regel
Veldhuis, M., & van der Mark, J. (2023). Op weg naar nieuwe kerndoelen rekenen-wiskunde. Volgens Bartjens, 43(2), 36-37. https://www.volgens-bartjens.nl/art/50-7751_Op-naar-nieuwe-kerndoelen-rekenen-wiskunde
2022
Wetenschappelijke publicaties
Frey, K., Sproesser, U., & Veldhuis, M. (2022). What is functional thinking? Theoretical considerations and first results of an international interview study. Paper presented at Twelth Congress of the European Society for Research in Mathematics Education , Bolzano, Italy. https://hal.archives-ouvertes.fr/hal-03744607/document [Repository]
Frey, K., Pittalis, M., Veldhuis, M., Geisen, M., Krisakova, M., Nowinska, E., Hubenakova, V., & Sproesser, U. (2022). Functional thinking: Conceptions of mathematics educators - a framework for analysis. 4. Poster session presented at The 45th Conference of the International Group for the Psychology of Mathematics Education, Alicante, Spain. https://rua.ua.es/dspace/bitstream/10045/126940/1/proceedings-pme45-vol4-202.pdf
Sayac, N., & Veldhuis, M. (2022). Mathematics Assessment Practices of Primary School Teachers in France. International Journal of Science and Mathematics Education, 20(7), 1595-1610. [DOI] [Repository]
Vakpublicaties
Keijzer, R., Schoevers, E., & Veldhuis, M. (2022). Maatschappelijk functioneren vraagt om creatief wiskundig redeneren. Remediaal, 22(2-3), 52-57. [Repository]
Essen, A., van der Horst, C. M. A. M., Boerma, I., & Veldhuis, M. (2022). Mijn aanpak: Verhalend ontwerponderzoek. JSW : jeugd in school en wereld. https://www.jsw.nl/professionalisering/mijn-aanpak-verhalend-ontwerponderzoek/
Stuber, S., & Veldhuis, M. (2022). Sneeuwpoppen als wiskundig object. Volgens Bartjens, 41(3), 15-17. https://www.volgens-bartjens.nl/art/50-6765_Sneeuwpoppen-als-wiskundig-object [Repository]
2021
Wetenschappelijke publicaties
Stuber, S., Veldhuis, M., & Keijzer, R. (2021). Mathematics in the news and prospective teachers' professional mathematical literacy. Australian Mathematics Education Journal, 3(3), 4-7. http://10.3316/informit.446570754581597
Keijzer, R., Keers, F., Doing, D., Otten, M., Stuber, S., & Veldhuis, M. (2021). Kansen doordenken vanuit vakdidactiek rekenen-wiskunde. Tijdschrift voor Lerarenopleiders, 42(4), 4-8. https://www.velov.be/wp-content/uploads/2021/12/magz_velov_42-4-2021.pdf#page=8
Van den Heuvel-Panhuizen, M., Sangari, A., & Veldhuis, M. (2021). Teachers’ use of Descriptive Assessment in primary school mathematics education in Iran. Education Sciences, 11(3), 1-23. Article 100. [DOI] [Repository]
Vakpublicaties
Veldhuis, M., & van der Mark, J. (2021). TIMSS-2019 beschouwd door twee bestuursleden van NVORWO. Volgens Bartjens, 40(4), 8-9. https://www.volgens-bartjens.nl/art/50-6345_TIMSS-2019-beschouwd-door-twee-bestuursleden-van-NVORWO
Keijzer, R., Bakker, K., Stuber, S., & Veldhuis, M. (2021). Rekenen-wiskunde in de lift. Marktplaats, 2021(27), 30-31.
2020
Wetenschappelijke publicaties
Keijzer, R., & Veldhuis, M. (2020). Op weg naar NVORWO onderzoeksagenda. Volgens Bartjens Ontwikkeling en Onderzoek, 40(2), 53-62. https://www.volgens-bartjens.nl/media/1/vb_40_2_o_en_o_keijzer_op_weg_naar_een_nvorwo_onderzoeksagenda.pdf
Reuwsaat Justo, J. C., Becher, E. L., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2020). Assessment in primary school mathematics education in Brazil. Educação Em Revista, 36, Article e212670. [DOI] [Repository]
Otten, M., van den Heuvel‐Panhuizen, M., Veldhuis, M., Boom, J., & Heinze, A. (2020). Are physical experiences with the balance model beneficial for students’ algebraic reasoning? An evaluation of two learning environments for linear equations. Education Sciences, 10(6), Article 163. [DOI] [Repository]
Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J., Doorman, L. M., & Leseman, P. P. M. (2020). Moving towards understanding: Students interpret and construct motion graphs. Mediterranean Journal for Research in Mathematics Education, 17, 25-51. [Repository]
Veldhuis, M., & Van den Heuvel-Panhuizen, M. (2020). Correction to: Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement (Mathematics Education Research Journal, (2019), 10.1007/s13394-019-00270-5). Mathematics Education Research Journal, 32, 473. [DOI] [Repository]
Veldhuis, M., & Van den Heuvel-Panhuizen, M. (2020). Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement. Mathematics Education Research Journal, 32, 449–471. [DOI] [Repository]
Vakpublicaties
Groot, A., Veldhuis, M., Wijers, M. M., & Jonker, V. H. (2020). Formatief evalueren in het mbo. Technieken voor het vak rekenen. Universiteit Utrecht. http://www.fi.uu.nl/publicaties/literatuur/20200526_grip_op_leerpotentieel_rekenen.pdf
2019
Wetenschappelijke publicaties
Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.) (2019). Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. [Repository]
Duijzer, C., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Doorman, M. (2019). Moving towards understanding graphical representations of motion. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 4491-4498). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02435224 [Repository]
Otten, M., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Heinze, A. (2019). Fifth-grade students solving linear equations supported by physical experiences. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 646-652). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02416443/ [Repository]
Sangari, A. A., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Gooya, Z. (2019). Teachers’ use of Descriptive Assessment methods in primary school mathematics education in Iran. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 4119-4120). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02430553
van Hoeve, M. L., Doorman, L. M., & Veldhuis, M. (2019). How can teachers influence their students’ (mathematical) mindset? In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of Eleventh Congress of the European Society for Research in Mathematics Education (pp. 1549-1556). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02410257 [Repository]
Otten, M., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2019). The balance model for teaching linear equations: a systematic literature review. International Journal of STEM Education, 6, Article 30. [DOI] [Repository]
Otten, M., van den Heuvel-Panhuizen, M., Veldhuis, M., & Heinze, A. (2019). Developing algebraic reasoning in primary school using a hanging mobile as a learning supportive tool = El desarrollo del razonamiento algebraico en educación primaria utilizando una balanza como herramienta de apoyo. Infancia y Aprendizaje, 42(3), 615-663. [DOI] [Repository]
Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Doorman, L. M. (2019). Supporting primary school students’ reasoning about motion graphs through physical experiences. ZDM - International Journal on Mathematics Education, 51(6), 899-913. [DOI] [Repository]
Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2019). Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques. Education Sciences, 9(2), 1-19. Article 150. [DOI] [Repository]
Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2019). Assessment in the Hands of Primary School Mathematics Teachers: Four studies in China. Acta Scientiae, 21(2), 128-136. [DOI] [Repository]
Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Doorman, L. M., & Leseman, P. P. M. (2019). Embodied Learning Environments for Graphing Motion: a Systematic Literature Review. Educational Psychology Review, 31(3), 597-629. Article 31(3). [DOI] [Repository]
Vakpublicaties
Veldhuis, M., Van Meelis, I., & Scheltinga, F. (2019). Grip op leerpotentieel bij rekenen en Nederlands. Profiel, 8, 16-18. [Repository]
Keijzer, R., & Veldhuis, M. (2019). Discussie reken-wiskundeonderwijs: Constructieve dialoog. JSW : jeugd in school en wereld, 9, 12-15. https://www.jsw-online.nl/homepage/deze-maand-in-jsw/in-de-nieuwe-jsw/discussie-reken-wiskundeonderwijs/
2018
Wetenschappelijke publicaties
Reuwsaat Justo, J. C., Becher, E. L., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2018). Assessment beliefs and practices in primary school Mathematics education in Brazil. In Proceedings of VII Seminário Internacional de Pesquisa em Educação Matemática http://www.sbemparana.com.br/eventos/index.php/SIPEM/VII_SIPEM/paper/view/567/525 [Repository]
Wijaya, A., Van den Heuvel-Panhuizen, M., Doorman, L. M., & Veldhuis, M. (2018). Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks: Lessons from Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), Article em1598. [DOI] [Repository]
Veldhuis, M., & Zhao, X. (2018). The effectiveness of mathematics teaching in primary schools. Research in Mathematics Education, 20(2), 200-204. [DOI] [Repository]
Novotná, J., Kaur, B., Gervasoni, A., Askew, M., Veldhuis, M., Pearn, C., & Sun, X. H. (2018). How to Teach and Assess Whole Number Arithmetic: Some International Perspectives. In M. Bartolini Bussi, & X. H. Sun (Eds.), Building the Foundation: Whole Numbers in the Primary Grades : The 23rd ICMI Study (1 ed., pp. 251-286). (New ICMI Study Series; No. 23). Springer. [DOI] [Repository]
Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2018). Chinese primary school mathematics teachers’ assessment profiles: Findings from a large-scale questionnaire survey. International Journal of Science and Mathematics Education, 16(7), 1387–1407. [DOI] [Repository]
2017
Wetenschappelijke publicaties
Iannone, P., Ayalon, M., Hodgen, J., & Veldhuis, M. (2017). Introduction to the papers of TWG21: Assessment in mathematics education. In T. Dooley, & G. Guedet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10) (pp. 3414-3418). https://hal.archives-ouvertes.fr/CERME10-TWG21/hal-01949292v1
Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2017). Using classroom assessment techniques in Chinese primary schools: Effects on student achievement. In T. Dooley, & G. Guedet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10) (pp. 3604-3611). https://hal.archives-ouvertes.fr/CERME10-TWG21/hal-01949253v1
Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2017). Classroom assessment in the eyes of Chinese primary mathematics teachers: A review of teacher-written papers. Studies in Educational Evaluation, 52, 42-54. [DOI] [Repository]
Vakpublicaties
Otten, M., Van den Heuvel-Panhuizen, M., Veldhuis, M., Heinze, A., & Goldenberg, P. (2017). Eliciting algebraic reasoning with hanging mobiles. Australian Primary Mathematics Classroom, 22(3), 14-19.
Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Doorman, L. M. (2017). Greep op grafieken. In M. Van Zanten (Ed.), Rekenen-wiskunde in de 21e eeuw – Ideeën en achtergronden voor primair onderwijs: Jubileumbundel ter gelegenheid van het 35-jarig bestaan van Panama (pp. 53-58). Panama - NVORWO - Universiteit Utrecht - SLO. [Repository]
2016
Wetenschappelijke publicaties
Zhao, X., Van den Heuvel-Panhuizen , M., & Veldhuis, M. (2016). Teachers’ use of classroom assessment techniques in primary mathematics education - An explorative study with six Chinese teachers. International Journal of STEM Education, 3, 1-18. Article 19. [DOI] [Repository]
Vakpublicaties
Otten, M., Van den Heuvel-Panhuizen , M., & Veldhuis, M. (2016). Lala en de hangmobiel: Redeneren met onbekenden. Volgens Bartjens, 35(4), 8-11.
Blankespoor, R. J., Van den Heuvel-Panhuizen , M., Boom, J., & Veldhuis, M. (2016). Gooien met een dobbelsteen: Redeneren over kans in groep 7. Volgens Bartjens, 35(4), 12-15.
Overige resultaten
Veldhuis, M., Van den Heuvel-Panhuizen, M., & Zhao, X. (2016). Supporting primary teachers’ assessment practice in mathematics: Effects on student learning in the Netherlands and Nanjing, China. Paper presented at 13th international congress on mathematical education, Hamburg, Germany.
Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Doorman, L. M., & Lindmeier, A. (2016). Teaching graphing of change: A pilot study. Poster session presented at 13th international congress on mathematical education, Hamburg, Germany.
Blankespoor, R. J., Van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J., & Lindmeier, A. (2016). Teaching probability: A pilot study. Poster session presented at 13th international congress on mathematical education, Hamburg, Germany.
Otten, M., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Heinze, A. (2016). Teaching early algebra: A pilot study. Poster session presented at 13th international congress on mathematical education, Hamburg, Germany.
Veldhuis, M., & van den Heuvel - Panhuizen, M. (2016). Beyond Flatland.. Wiskunde in het basisonderwijs. NVvW Studiedag, Veenendaal, Netherlands.
Veldhuis, M., & Markus, S. (2016). Toetsen om wijzer van te worden. Paper presented at NRO Congres 'Samen op expeditie', Amersfoort, Netherlands. http://www.nro-congres.nl/nro-sessions/4-toetsen-om-wijzer-worden/
Veldhuis, M., Van den Heuvel-Panhuizen , M., & Zhao, X. (2016). Soutien aux enseignants dans leur pratique d'évaluation en mathématiques : effets sur les compétences des élèves. Paper presented at Colloque international: Évaluation en mathématiques : dispositifs, validités & pratiques, Paris, France. https://evaluationmaths.sciencesconf.org/conference/evaluationmaths/pages/Axe3_Recherche_Veldhuis_van_den_Heuvel_Panhuizen_Zhao.pdf [Repository]
Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2016). Het gebruik van formatieve toetstechnieken bij rekenen-wiskunde in groep 5. Panama-conferentie, Veldhoven, Netherlands.
2015
Wetenschappelijke publicaties
Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2015). Improving classroom assessment in primary mathematics education in the Netherlands. In K. Krainer, & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 375-381). [Repository]
Zhao, X., Van den Heuvel-Panhuizen , M., & Veldhuis, M. (2015). Classroom assessment techniques to assess Chinese students’ sense of division. In X. Sun, B. Kaur, & J. Novotna (Eds.), Primary Mathematics Study on Whole Numbers : The Twenty-third ICMI Study Macao, China University of Macau June 3 - 7, 2015 Proceedings (pp. 496-503). ICMI. [Repository]
Veldhuis, M. (2015). Improving classroom assessment in primary mathematics education. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. [Repository] [Portal]
Vakpublicaties
Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2015). Het gebruik van formatieve toetstechnieken bij rekenen-wiskunde. Zorgbreed, 47, 22-27.
Overige resultaten
Zhao, X., Van den Heuvel-Panhuizen , M., & Veldhuis, M. (2015). Classroom assessment techniques to assess Chinese students’ sense of division.
Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2015). Het verbeteren van de toetspraktijk bij rekenen-wiskunde: wat brengt het voor de leerling op?. Paper presented at Onderwijs Research Dagen 2015, Leiden, Netherlands.
Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2015). Improving classroom assessment in primary mathematics education. Paper presented at 9th Congress of European Research in Mathematics Education (CERME 9), Prague, Czech Republic.
2014
Wetenschappelijke publicaties
Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Exploring the feasibility and effectiveness of assessment techniques to improve student learning in primary mathematics education. In C. Nicol, S. Oesterle, P. Liljedahl, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 5, pp. 329-336). PME. http://www.pmena.org/html/proceedings.html [Repository]
Vautier, S., Lacot, E., & Veldhuis, M. (2014). Puzzle-solving in psychology: The neo-Galtonian vs. nomothetic research focuses. New Ideas in Psychology, 33(1), 46-53. [DOI]
Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Primary School Teachers' Assessment Profiles in Mathematics Education. PLoS One, 9(1), Article 86817. [DOI] [Repository]
Overige resultaten
Zhao, X., van den Heuvel - Panhuizen, M., & Veldhuis, M. (2014). Chinese Teachers’ First Experience with Classroom Assessment Techniques in Primary Mathematics Education. Paper presented at ICO International Fall School, Blankenberge, Belgium.
Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Making mathematics teachers better assessors: improving student learning in primary education. Paper presented at 15th Conference of the Association for Educational Assessment-Europe, Tallinn, Estonia.
Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Het verbeteren van de toetspraktijk bij rekenen-wiskunde in groep 5. Paper presented at NRO-PROO Conference ‘Mathematics and language in primary education’, Utrecht, Netherlands.
Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Het gebruik van formatieve toetstechnieken bij rekenen-wiskunde in groep 5. Paper presented at Panama Conferentie, Noordwijkerhout, Netherlands.
Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Exploring the feasibility and effectiveness of classroom assessment techniques in primary mathematics education. Poster session presented at Expert Meeting 2014 - Mathematical Thinking and Learning, Leiden, Netherlands.
2013
Wetenschappelijke publicaties
Veldhuis, M., van den Heuvel-Panhuizen, M. H. A. M., Vermeulen, J. A., & Eggen, T. (2013). Teachers’ use of classroom assessment in primary school mathematics education in the Netherlands. Cadmo, 21(2), 35-53. [DOI]
Overige resultaten
Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2013). Exploring the feasibility and effectiveness of assessment techniques to improve student learning in primary mathematics education.
Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2013). Improving Classroom Assessment: bij rekenen-wiskunde in groep 5 van het basisonderwijs.
Veldhuis, M., & van den Heuvel-Panhuizen, M. H. A. M. (2013). Teachers’ mathematics assessment profiles in primary education. Poster session presented at 5th Expert Meeting on Mathematical Thinking and Learning, Walferdange, Luxembourg.
2012
Wetenschappelijke publicaties
Vautier, S., Veldhuis, M., Lacot, E., & Matton, N. (2012). The ambiguous utility of psychometrics for the interpretative foundation of socially relevant avatars. Theory & Psychology, 22(6), 810-822. [DOI]
Veldhuis, M., & van den Heuvel-Panhuizen, M. H. A. M. (2012). Boekbespreking: Explanatory latent variable modeling of mathematical ability in primary school: crossing the border between psychometrics and psychology. Pedagogische Studiën, 89, 185-188.
Veldhuis, M., Matton, N., & Vautier, S. (2012). Using Item Response Theory to Evaluate Measurement Precision of Selection Tests at the French Pilot Training. The international journal of aviation psychology, 22(1), 18-29. [DOI]
Overige resultaten
Veldhuis, M., Van den Heuvel-Panhuizen , M., Vermeulen, J. A., & Eggen, T. (2012). Teachers’ use of classroom assessment in primary school mathematics education in the Netherlands. Paper presented at EARLI SIG 1 Conference, Brussels, Belgium, 28-31 August 2012, Brussels, Belgium.
2011
Wetenschappelijke publicaties
ter Kuile, H., Veldhuis, M., van Veen, S. C., & Wicherts, J. M. (2011). Bilingual education, metalinguistic awareness, and the understanding of an unknown language. Bilingualism: Language and Cognition, 14(2), 233-242. [DOI]
Vautier, S., Gillie, R., & Veldhuis, M. (2011). About validity of conclusions based on multiple regression analyis: A commentary on Kupelian et al. Preventive Medicine, 52(6), 465-465.
Overige resultaten
Vautier, S., Hubert, L., & Veldhuis, M. (2011). How mathematical psychologists could help test-score psychologists to perceive the empirical reality they have built?. Paper presented at Paper presented at the 2011 meeting of the European Mathematical Psychology Group 29-31 August 2011, Parijs, France.