Publicaties

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Expertises

2025

Wetenschappelijke publicaties

Ottenheim, V., Meulenbroeks, R. FG., & Drijvers, P. (2025). Transactional Distance and Interaction in Hybrid Education: a Case Study. European Journal of Open, Distance and E-Learning, 27(1), 44-62. https://doi.org/10.2478/eurodl-2025-0003
https://research-portal.uu.nl/ws/files/259710484/Transactional-Distance-and-Interaction-in-Hybrid-Education-a-Case-Study.pdf

Boels, L., Bakker, A., Van Dooren, W., & Drijvers, P. (2025). Correction to: Secondary school students’ strategies when interpreting histograms and case-value plots: an eye-tracking study (Educational Studies in Mathematics, (2024), 10.1007/s10649-024-10351-3). Educational Studies in Mathematics. Advance online publication. https://doi.org/10.1007/s10649-024-10379-5

Dummer, G., Savelsbergh, E., & Drijvers, P. (2025). Entering the car park - Primary pupils'spontaneous understanding of programmed control systems in their daily life environment. Informatics in Education, 24(1), 77-97. https://doi.org/10.15388/infedu.2025.03

van Dijke-Droogers, M., Drijvers, P., & Bakker, A. (2025). Effects of a Learning Trajectory for statistical inference on 9th-grade students’ statistical literacy. Mathematics Education Research Journal, 37(1), 187–210. https://doi.org/10.1007/s13394-024-00487-z
https://research-portal.uu.nl/ws/files/258320359/s13394-024-00487-z.pdf

2024

Wetenschappelijke publicaties

de Haan, D., de Vries, S., Roorda, G., & Drijvers, P. (2024). How can participation in a Learning Study foster prospective teachers’ mathematical knowledge for teaching? Pedagogische Studiën, 101(3), 184-212. https://doi.org/10.59302/zj1n4787
https://research-portal.uu.nl/ws/files/248802939/2_PS_101-3_De_Haan.pdf

Drijvers, P., Stacey, K., & Trouche, L. (2024). Mathematics Curricula in the Digital Era: Policy and Implementation. In M. A. Clements, B. Kaur, T. Lowrie, V. Mesa, & J. Prytz (Eds.), Fourth International Handbook of Mathematics Education (1 ed., pp. 705-734). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-031-51474-6_28

van der Hoek, G., Heeren, B., Bos, R., Drijvers, P., & Jeuring, J. (2024). Students’ experiences with automated final answer diagnoses for mathematics tasks. In Proceedings of FAME 1: Feedback & Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands) (pp. 294-301). Utrecht University. https://doi.org/10.5281/zenodo.14231455
https://research-portal.uu.nl/ws/files/248180915/Students_experiences_with_automated_final_answer_diagnoses_for.pdf

Chen, M., Bos, R., Doorman, M., & Drijvers, P. (2024). Exploring instrumental orchestration practices in the context of formative assessment with technology. 335-336. Poster session presented at FAME1: Feedback & Assessment in Mathematics Education, Utrecht, Netherlands. https://doi.org/10.5281/zenodo.14231455
https://research-portal.uu.nl/ws/files/248179412/FAME_2024_paper_46.pdf

Geraniou, E., Drijvers, P., & Lockwood, E. (2024). How Do Computational Thinking and Mathematical Thinking Interact (in Terms of Knowledge, Ways of Thinking, and Competencies)? In C. Buteau, I. Namukasa, & J. Sardella (Eds.), Proceedings of the Coding, Computational Modelling, and Equity in Mathematics Education Symposium (pp. 67-72). Brock University. http://hdl.handle.net/10464/18638
https://research-portal.uu.nl/ws/files/248180175/How_Do_Computational_Thinking_and_Mathematical_Thinking_Interact.pdf

Morselli, F., Drijvers, P., Lemmo, A., & Weigand, H.-G. (2024). Summative assessment across three countries. In P. Iaonnone, & F. Moons (Eds.), Proceedings of FAME 1: Feedback & Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands) (pp. 18-25). Utrecht University. https://doi.org/10.5281/zenodo.14231455
https://research-portal.uu.nl/ws/files/248179993/Summative_assessment_across_three_countries.pdf

Drijvers, P., & Heemskerk, A. (2024). Blik op de basis: Een literatuurstudie naar basisvaardigheden rekenen-wiskunde. Expertisepunt rekenen-wiskunde. https://exprw.nl/2024/10/02/rapport-blik-op-de-basis/

Shvarts, A., Bos, R., Doorman, M., & Drijvers, P. (2024). Reifying actions into artifacts: process–object duality from an embodied perspective on mathematics learning. Educational Studies in Mathematics, 117(2), 193-214. https://doi.org/10.1007/s10649-024-10310-y
https://research-portal.uu.nl/ws/files/241594894/s10649-024-10310-y.pdf

Chytas, C., van Borkulo, S. P., Drijvers, P., Barendsen, E., & Tolboom, J. L. J. (2024). Computational Thinking in Secondary Mathematics Education with GeoGebra: Insights from an Intervention in Calculus Lessons. Digital Experiences in Mathematics Education, 10, 228–259. https://doi.org/10.1007/s40751-024-00141-0
https://research-portal.uu.nl/ws/files/236324608/s40751-024-00141-0.pdf

Wei, H., Bos, R., & Drijvers, P. (2024). Developing Functional Thinking: from Concrete to Abstract Through an Embodied Design. Digital Experiences in Mathematics Education, 10, 323–351. https://doi.org/10.1007/s40751-024-00142-z
https://research-portal.uu.nl/ws/files/243691753/s40751-024-00142-z.pdf

Wijnker, W., Bakker, A., & Drijvers, P. (2024). Explaining Pupils’ Interest in Videos for Education: A Multiple Case Study. Technology, Knowledge and Learning, 29(4), 2053–2079. https://doi.org/10.1007/s10758-023-09703-4
https://research-portal.uu.nl/ws/files/248504699/s10758-023-09703-4.pdf

Drijvers, P., & Sinclair, N. (2024). The role of digital technologies in mathematics education: purposes and perspectives. ZDM - Mathematics Education, 56(2), 239–248. https://doi.org/10.1007/s11858-023-01535-x
https://research-portal.uu.nl/ws/files/229158178/s11858-023-01535-x.pdf

Haspekian, M., Kieran, C., Drijvers, P., Bråting, K., & Tabach, M. (2024). Algebra Education and Digital Resources: A Long-Distance Relationship? In Handbook of Digital Resources in Mathematics Education (pp. 439-470). (Springer International Handbooks of Education; Vol. Part F3098). Springer. https://doi.org/10.1007/978-3-031-45667-1_16
https://research-portal.uu.nl/ws/files/243981363/978-3-031-45667-1_16.pdf

Drijvers, P., Moons, F., Klinger, M., Thurm, D., Vandervieren, E., van der Ree, H., & Barzel, B. (2024). What Went Well, What Went Badly? Teachers’ and Students’ Perspectives on Remote Mathematics Teaching During Pandemic School Closure. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Springer International Handbooks of Education (pp. 801-821). (Springer International Handbooks of Education; Vol. Part F3098). Springer Nature. https://doi.org/10.1007/978-3-031-45667-1_33
https://research-portal.uu.nl/ws/files/235621329/978-3-031-45667-1_33.pdf

Boels, L., Moreno-Esteva, E. G., Bakker, A., & Drijvers, P. (2024). Automated Gaze-Based Identification of Students’ Strategies in Histogram Tasks through an Interpretable Mathematical Model and a Machine Learning Algorithm. International Journal of Artificial Intelligence in Education, 34(3), 931–973. https://doi.org/10.1007/s40593-023-00368-9
https://research-portal.uu.nl/ws/files/248505159/s40593-023-00368-9.pdf

Olsher, S., Chazan, D., Drijvers, P., Sangwin, C., & Yerushalmy, M. (2024). Digital Assessment and the “Machine”. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Springer International Handbooks of Education (pp. 1175-1201). (Springer International Handbooks of Education; Vol. Part F3098). Springer. https://doi.org/10.1007/978-3-031-45667-1_44
https://research-portal.uu.nl/ws/files/243980346/978-3-031-45667-1_44.pdf

Vakpublicaties

Drijvers, P., & Heemskerk, A. (2024). Blik op de basis. Basisvaardigheden rekenen-wiskunde in de literatuur. Nieuw archief voor wiskunde. Serie 5, 25(4), 237-240.

2023

Wetenschappelijke publicaties

de Haan, D., de Vries, S., Drijvers, P., & Roorda, G. (2023). Implementing Learning Study to foster Mathematical Knowledge for Teaching: A case in preservice teacher education in the Netherlands. 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) (pp. 4908-4909). Alfréd Rényi Institute of Mathematics and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/436557/De_Haan_TWG28_final.pdf?sequence=1

Ceballos, H., van den Bogaart, T., Spandaw, J., van Ginkel, S., & Drijvers, P. (2023). Three complementary frameworks to capture student peer discussion in problem solving. In P. Drijvers, C. Csapodi, H. Palmer, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 1559-1566). Alfréd Rényi Institute of Mathematics and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/436529/CERME13_proceedings.pdf?sequence=1

Drijvers, P., Csapodi, C., Palmer, H., Gosztonyi, K., & Kónya, E. (2023). Introduction to the proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education. In P. Drijvers, C. Csapodi, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 3-5). Alfréd Rényi Institute of Mathematics and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/436514/CERME13_introduction.pdf?sequence=1

Drijvers, P., Csapodi, C., Palmer, H., Gosztonyi, K., & Kónya, E. (Eds.) (2023). Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics and ERME. http://erme.site/cerme-proceedings-series/

Boels, L., Lyford, A., Bakker, A., & Drijvers, P. (2023). Assessing Students’ Interpretations of Histograms Before and After Interpreting Dotplots: A Gaze-Based Machine Learning Analysis. Frontline Learning Research, 11(2), 1-30. https://doi.org/10.14786/flr.v11i2.1139
https://dspace.library.uu.nl/bitstream/handle/1874/432681/Boels_et_al_publication.pdf?sequence=1

Boonstra, K., Kool, M., Shvarts, A., & Drijvers, P. (2023). Theories and practical perspectives on fostering embodied abstraction in primary school geometry education. Frontiers in Education, 8, 1-13. Article 1162681. https://doi.org/10.3389/feduc.2023.1162681
https://dspace.library.uu.nl/bitstream/handle/1874/431562/feduc-08-1162681.pdf?sequence=1

Wei, H., Bos, R., & Drijvers, P. (2023). An Embodied Approach to Abstract Functional Thinking Using Digital Technology: A Systematic Literature Review. International Journal for Technology in Mathematics Education, 30(2), 75-94. https://doi.org/10.1564/tme_v30.2.2

van der Wal, N., Bakker, A., & Drijvers, P. (2023). Designing an instrument to measure the development of techno-mathematical literacies in an innovative mathematics course for future engineers in STEM education. ZDM - Mathematics Education, 55(7), 1243–1254. https://doi.org/10.1007/s11858-023-01507-1
https://dspace.library.uu.nl/bitstream/handle/1874/433367/s11858-023-01507-1_1_.pdf?sequence=1

Pittalis, M., & Drijvers, P. (2023). Embodied instrumentation in a dynamic geometry environment: eleven-year-old students’ dragging schemes. Educational Studies in Mathematics, 113(2), 181-205. https://doi.org/10.1007/s10649-023-10222-3
https://dspace.library.uu.nl/bitstream/handle/1874/434106/s10649-023-10222-3.pdf?sequence=1

Borkulo, S. P. V., Chytas, C., Drijvers, P., Barendsen, E., & Tolboom, J. (2023). Spreadsheets in Secondary School Statistics Education: Using Authentic Data for Computational Thinking. Digital Experiences in Mathematics Education, 9, 420–443. https://doi.org/10.1007/s40751-023-00126-5
https://dspace.library.uu.nl/bitstream/handle/1874/434075/s40751-023-00126-5.pdf?sequence=1

Thurm, D., Vandervieren, E., Moons, F., Drijvers, P., Barzel, B., Klinger, M., van der Ree, H., & Doorman, M. (2023). Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown: —the student perspective. ZDM - Mathematics Education, 55(1), 79-93. https://doi.org/10.1007/s11858-022-01409-8
https://dspace.library.uu.nl/bitstream/handle/1874/426495/s11858_022_01409_8.pdf?sequence=1

van Leendert, A.-M., Boonstra, L., Doorman, M., Drijvers, P., van der Steen , J., & Pel , J. (2023). An Exploratory Study to Improve Reading and Comprehending Mathematical Expressions in Braille. British Journal of Visual Impairment, 41(2), 312-327. Article 02646196211044972. https://doi.org/10.1177/02646196211044972
https://dspace.library.uu.nl/bitstream/handle/1874/431374/An_Exploratory_Study_to_Improve_Reading_and_Comprehending_Mathematical_Expressions_in_Braille.pdf?sequence=1

Vakpublicaties

Bos, R., Wei, H., van der Hoek, G., & Drijvers, P. (2023). Nomogrammen: een nieuwe kijk op functies. Euclides, 98(7), 8-11.

Drijvers, P. (2023). Actie nodig om niveaudaling wiskunde en natuurkunde te keren: een reactie. Euclides, 98(6), 12-13.

2022

Wetenschappelijke publicaties

de Haan, D., de Vries, S., Drijvers, P., & Roorda, G. (2022). Measuring mathematical knowledge for teaching: the case of algebra in pre-service teacher education in the Netherlands. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 1-2). Free University of Bozen-Bolzano and ERME. https://hal.science/CERME12/hal-03744240v1
https://dspace.library.uu.nl/bitstream/handle/1874/426980/DeHaan_TWG18.pdf?sequence=1

Drijvers, P., Faggiano, E., Karpuzcu, S. Y., Schacht, F., Sinclair, N., & Swidan, O. (2022). Introduction to the papers of TWG 16: Learning mathematics with technology and other resources. https://hal.science/CERME12/hal-03808700v1
https://dspace.library.uu.nl/bitstream/handle/1874/425493/TWG16_FINAL_REVIEW_EG_CERME12_TWG16_Intro_SHORT_TWGteam_TWG16.pdf?sequence=1

Drijvers, P. (2022). Digital technology in mathematics education: past performance and future pathways. In G. Pinkernell, F. Reinhold, F. Schacht, & D. Walter (Eds.), Digitales Lehren und Lernen von Mathematik in der Schule: Aktuelle Forschungsbefunde im Überblick (1 ed., pp. 399-410). Springer Spektrum. https://doi.org/10.1007/978-3-662-65281-7_17

Wei, H., Bos, R., & Drijvers, P. (2022). Embodied approaches to functional thinking using digital technology: A bibliometrics-guided review. Paper presented at Twelfth Congress of the European Society for Research in Mathematics Education, Bozen-Bolsano, Italy. https://hal.archives-ouvertes.fr/hal-03748999
https://dspace.library.uu.nl/bitstream/handle/1874/422322/TWG16_29_Wei.pdf?sequence=1

van Leendert, A.-M., Doorman, M., Drijvers, P., Pel, J., & van der Steen, J. (2022). Towards a Universal Mathematical Braille Notation. Journal of Visual Impairment and Blindness, 116(2), 141-153. https://doi.org/10.1177/0145482x221089978
https://dspace.library.uu.nl/bitstream/handle/1874/421237/0145482x221089978.pdf?sequence=1

van Dijke-Droogers, M., Drijvers, P., & Bakker, A. (2022). Introducing Statistical Inference: Design of a Theoretically and Empirically Based Learning Trajectory. International Journal of Science and Mathematics Education, 20, 1743–1766. https://doi.org/10.1007/s10763-021-10208-8
https://dspace.library.uu.nl/bitstream/handle/1874/430711/s10763-021-10208-8.pdf?sequence=1

Alberto, R., Shvarts, A., Drijvers, P., & Bakker, A. (2022). Action-based embodied design for mathematics learning: A decade of variations on a theme. International Journal of Child-Computer Interaction, 32, 1-23. Article 100419. https://doi.org/10.1016/j.ijcci.2021.100419
https://dspace.library.uu.nl/bitstream/handle/1874/426462/1_s2.0_S221286892100101X_main.pdf?sequence=1

Bos, R., Doorman, M., Drijvers, P., & Shvarts, A. (2022). Embodied design using augmented reality: the case of the gradient. Teaching Mathematics and its Applications, 41(2), 125-141. https://doi.org/10.1093/teamat/hrab011
https://dspace.library.uu.nl/bitstream/handle/1874/420849/hrab011.pdf?sequence=1

van Leendert, A.-M., Doorman, M., Drijvers, P., Pel, J., & Steen, J. V. D. (2022). Teachers’ Skills and Knowledge in Mathematics Education for Braille Readers. Technology, Knowledge and Learning, 27, 1171–1192. https://doi.org/10.1007/s10758-021-09525-2
https://dspace.library.uu.nl/bitstream/handle/1874/431373/s10758-021-09525-2.pdf?sequence=1

Vakpublicaties

Drijvers, P. (2022). De parabel van de parabool. Euclides, 97(6), 21-23. https://archief.vakbladeuclides.nl/jaargang_097.html

Drijvers, P. (2022). Terugblik op de toekomst. Euclides, 97(4), 4-7.

2021

Wetenschappelijke publicaties

Wijnker, W., Bakker, A., Schukajlow, S., & Drijvers, P. (2021). Modeling the mechanisms of interest raising videos in education. Human Behavior and Emerging Technologies, 3(5), 823-831. https://doi.org/10.1002/hbe2.314
https://dspace.library.uu.nl/bitstream/handle/1874/413778/Human_Behav_and_Emerg_Tech_2021_Wijnker_Modeling_the_mechanisms_of_interest_raising_videos_in_education.pdf?sequence=1

Drijvers, P., Thurm, D., Vandervieren, E., Klinger, M., Moons, F., van der Ree, H., Mol, A., Barzel, B., & Doorman, M. (2021). Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown. Educational Studies in Mathematics, 108(1-2), 35-64. https://doi.org/10.1007/s10649-021-10094-5
https://dspace.library.uu.nl/bitstream/handle/1874/413458/Drijvers2021_Article_DistanceMathematicsTeachingInF.pdf?sequence=1

van der Wal, N., Bakker, A., Moes, A., & Drijvers, P. (2021). Fostering techno-mathematical literacies in higher technical education: reflections on challenges and successes of design-based implementation research. In Z. A. Philippakos, E. Howell, & A. Pellegrino (Eds.), Design-based research in education: Theory and Applications (pp. 296-316). Guilford Press. https://www.guilford.com/books/Design-Based-Research-in-Education/Philippakos-Howell-Pellegrino/9781462547371

van Borkulo, S., Chytas, C., Drijvers, P., Barendsen, E., & Tolboom, J. (2021). Computational thinking in the mathematics classroom: Fostering algorithmic thinking and generalization skills using dynamic mathematics software. In M. Berges, A. Muhling, & M. Armoni (Eds.), The 16th Workshop in Primary and Secondary Computing Education (WiPSCE ’21), October 18–20, 2021, Virtual Event, Germany (pp. 19:1-19:9). Association for Computing Machinery. https://doi.org/10.1145/3481312.3481319
https://dspace.library.uu.nl/bitstream/handle/1874/420260/3481312.3481319.pdf?sequence=1

van Borkulo, S., & Drijvers, P. (2021). Developing spatial skills in a Virtual Reality environment for carpentry apprentices. Paper presented at 14th International Congress on Mathematical Education, Shanghai, China.

Turgut, M., & Drijvers, P. (2021). Instrumentation schemes for solving systems of linear equations with dynamic geometry software. International Journal for Technology in Mathematics Education, 28(2), 65-80. https://doi.org/10.1564/tme_v28.2.01

Wijnker, W., Tan, E. S., Bakker, A., van Gog, T. A. J. M., & Drijvers, P. H. M. (2021). Film as the Engine for Learning A Model to Assess Film’s Interest Raising Potential. Projections (New York), 15(2), 56-90. https://doi.org/10.3167/proj.2021.150203
https://dspace.library.uu.nl/bitstream/handle/1874/430732/Film_as_the_Engine_for_Learnin.PDF?sequence=1

Drijvers, P., Kodde-Buitenhuis, H., & Doorman, M. (2021). Correction to: Assessing mathematical thinking as part of curriculum reform in the Netherlands. Educational Studies in Mathematics, 107(2), 425-425. https://doi.org/10.1007/s10649-021-10061-0
https://dspace.library.uu.nl/bitstream/handle/1874/412573/Drijvers2021_Article_CorrectionToAssessingMathemati.pdf?sequence=1

Shvarts, A., Alberto, R., Bakker, A., Doorman, M., & Drijvers, P. (2021). Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system. Educational Studies in Mathematics, 107(3), 447-469. https://doi.org/10.1007/s10649-021-10053-0
https://dspace.library.uu.nl/bitstream/handle/1874/412572/Shvarts2021_Article_EmbodiedInstrumentationInLearn.pdf?sequence=1

van Dijke-Droogers, M., Drijvers, P., & Bakker, A. (2021). Statistical modeling processes through the lens of instrumental genesis. Educational Studies in Mathematics, 107(2), 235-260. https://doi.org/10.1007/s10649-020-10023-y
https://dspace.library.uu.nl/bitstream/handle/1874/411964/Dijke_Droogers2021_Article_StatisticalModelingProcessesTh.pdf?sequence=1

van Leendert, A. J. M., Doorman, L. M., Drijvers, P. H. M., Pel , J., & Steen, J. V. D. (2021). Supporting Braille Readers in Mathematical Practices Using the Braille Display in Coordination with the Speech Synthesizer. Journal of the International Association of Special Education, 20(1), 20-31.

Kallia, M., van Borkulo, S. P., Drijvers, P. H. M., Tolboom, J., & Barendsen, E. (2021). Characterising Computational Thinking in Mathematics Education: A literature-informed Delphi study. Research in Mathematics Education, 23(2), 159-187. https://doi.org/10.1080/14794802.2020.1852104
https://dspace.library.uu.nl/bitstream/handle/1874/410059/Characterising_computational_thinking_in_mathematics_education_a_literature_informed_Delphi_study.pdf?sequence=1

Tacoma, S. G., Drijvers, P. H. M., & Jeuring, J. T. (2021). Combined inner and outer loop feedback in an intelligent tutoring system for statistics in higher education. Journal of Computer Assisted Learning, 37(2), 319-332. https://doi.org/10.1111/jcal.12491
https://dspace.library.uu.nl/bitstream/handle/1874/426984/Computer_Assisted_Learning_2020_Tacoma_Combined_inner_and_outer_loop_feedback_in_an_intelligent_tutoring_system_for.pdf?sequence=1

Kop, P. M. G. M., Janssen, F. J. J. M., Drijvers, P. H. M., & van Driel, J. H. (2021). Promoting insight into algebraic formulas through graphing by hand. Mathematical Thinking and Learning, 23(2), 125-144. https://doi.org/10.1080/10986065.2020.1765078
https://dspace.library.uu.nl/bitstream/handle/1874/431911/Promoting_insight_into_algebraic_formulas_through_graphing_by_hand.pdf?sequence=1

Vakpublicaties

van Borkulo, S., & Drijvers, P. (2021). Het Fizier gericht op ruimtelijk inzicht met virtual reality in het bouwonderwijs. Euclides, 96(6), 36-37.

2020

Wetenschappelijke publicaties

Shvarts, A. Y., Alberto, R. A., Bakker, A., Doorman, L. M., & Drijvers, P. H. M. (2020). Embodied instrumentation: Reification of sensorimotor activity into a mathematical artifact. In Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14: Essen, Germany, 22nd to 25th of July 2019 Universität Duisburg-Essen. https://doi.org/10.17185/duepublico/70749
https://dspace.library.uu.nl/bitstream/handle/1874/414847/Shvarts_et_al_Embodied_instrumentation.pdf?sequence=1

Drijvers, P. H. M. (2020). Scientific and Mathematical Literacy in Life and Society: Research program Freudenthal Institute 2021-2026. Utrecht University. https://www.uu.nl/sites/default/files/FI-ResearchProgramme2021-2026.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/415348/FI_ResearchProgramme2021_2026.pdf?sequence=1

Kop, P. M. G. M., Janssen, F. J. J. M., Drijvers, P. H. M., & van Driel, J. H. (2020). The relation between graphing formulas by hand and students’ symbol sense. Educational Studies in Mathematics, 105, 137-161. https://doi.org/10.1007/s10649-020-09970-3
https://dspace.library.uu.nl/bitstream/handle/1874/410138/Kop2020_Article_TheRelationBetweenGraphingForm.pdf?sequence=1

Dummer, G., Savelsbergh, E. R., & Drijvers, P. H. M. (2020). Entering the car park - primary pupils' understanding of programmed control systems in real world situations. 1–3. Abstract from 15th Workshop in Primary and Secondary Computing Education, Germany. https://doi.org/10.1145/3421590.3421610

Tacoma, S. G., Heeren, B. J., Jeuring, J. T., & Drijvers, P. H. M. (2020). Intelligent feedback on hypothesis testing. International Journal of Artificial Intelligence in Education, 30(4), 616-636. https://doi.org/10.1007/s40593-020-00218-y
https://dspace.library.uu.nl/bitstream/handle/1874/409225/Tacoma2020_Article_IntelligentFeedbackOnHypothesi.pdf?sequence=1

Drijvers, P. H. M. (2020). Gereedschap om wiskunde in de vingers te krijgen. Nieuw archief voor wiskunde. Serie 5, 21(3), 152-155. http://www.nieuwarchief.nl/serie5/pdf/naw5-2020-21-3-152.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/408937/naw5_2020_21_3_152.pdf?sequence=1

Drijvers, P. H. M., Grauwin, S., & Trouche, L. (2020). When bibliometrics met mathematics education research: the case of instrumental orchestration. ZDM - Mathematics Education, 52(7), 1455–1469. https://doi.org/10.1007/s11858-020-01169-3
https://dspace.library.uu.nl/bitstream/handle/1874/408936/bibliometrics.pdf?sequence=1

Drijvers, P. H. M. (2020). Instrumentación corporeizada: combinando diferentes puntos de vista sobre el uso de la tecnología digital en la educación matemática. In C. Gaita Iparraguirre, J. Flores Salazar, & F. Ugarte Guerra (Eds.), X Congreso Internacional sobre Enseñanza de las Matemáticas. Actas CIEM 2020 (pp. 19-43). http://repositorio.pucp.edu.pe/index/handle/123456789/171568
https://dspace.library.uu.nl/bitstream/handle/1874/414612/Pagina_s_van_ACTAS_CIEM_2020_final.pdf?sequence=1

van Borkulo, S. P., Kallia, M., Drijvers, P. H. M., Barendsen, E., & Tolboom, J. (2020). Computational thinking and mathematical thinking : digital literacy in mathematics curricula. In Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14 (pp. 384-385). University of Duisburg-Essen. https://doi.org/10.17185/duepublico/70781
https://dspace.library.uu.nl/bitstream/handle/1874/396895/vanBorkulo_et_al_Computational_mathematical_thinking.pdf?sequence=1

van den Heuvel - Panhuizen, M., & Drijvers, P. H. M. (2020). Realistic Mathematics Education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (2 ed.). Springer. https://doi.org/10.1007/978-3-030-15789-0_170
https://research-portal.uu.nl/ws/files/234899279/Pages_from_978-3-030-15789-0_170.pdf

Drijvers, P. H. M. (2020). Digital tools in Dutch mathematics education: a dialectic relationship. In M. van den Heuvel-Panhuizen (Ed.), National Reflections on the Netherlands Didactics of Mathematics : Teaching and Learning in the Context of Realistic Mathematics Education (pp. 177-196). (ICME-13 Monographs). Springer. https://doi.org/10.1007/978-3-030-33824-4_10
https://dspace.library.uu.nl/bitstream/handle/1874/394060/Drijvers2020_Chapter_DigitalToolsInDutchMathematics.pdf?sequence=1

Tacoma, S. G., Geurts, C., Slof, B., Jeuring, J. T., & Drijvers, P. H. M. (2020). Enhancing learning with inspectable student models: worth the effort? Computers in Human Behavior, 107, Article 106276. https://doi.org/10.1016/j.chb.2020.106276
https://dspace.library.uu.nl/bitstream/handle/1874/407613/1_s2.0_S0747563220300327_main.pdf?sequence=1

Vakpublicaties

van Borkulo, S. P., & Drijvers, P. H. M. (2020). Het FIzier gericht op... Computationeel denken in de wiskundeles. Euclides, 96(3), 20-21.
https://dspace.library.uu.nl/bitstream/handle/1874/410058/VanBorkuloDrijvers2020Euclides_Computationeel_Denken_in_de_Wiskundeles.pdf?sequence=1

Doorman, L. M., Drijvers, P. H. M., & van der Ree, H. (2020). Onderzoek naar wiskundeonderwijs op afstand. Euclides, 96(1), 4-6.

2019

Wetenschappelijke publicaties

Kop, P., Janssen, F., Drijvers, P., & van Driel, J. (2019). Teaching graphing formulas by hand as a means to promote students' symbol sense. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019 (pp. 488-495). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2). Psychology of Mathematics Education (PME).

Tacoma, S., Heeren, B., Jeuring, J., & Drijvers, P. (2019). Automated feedback on the structure of hypothesis tests. In S. Isotani, E. Millán, A. Ogan, P. Hastings, B. McLaren, & R. Luckin (Eds.), Artificial Intelligence in Education: 20th International Conference, AIED 2019, Chicago, IL, USA, June 25-29, 2019, Proceedings, Part II (1 ed., pp. 281-285). (Lecture Notes in Computer Science; Vol. 11626). Springer. https://doi.org/10.1007/978-3-030-23207-8_52
https://dspace.library.uu.nl/bitstream/handle/1874/394066/Tacoma2019_Chapter_AutomatedFeedbackOnTheStructur.pdf?sequence=1

Drijvers, P. H. M. (2019). Embodied instrumentation: combining different views on using digital technology in mathematics education. 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. 8-28). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02436279/

Alberto, R. A., Bakker, A., Walker-van Aalst, O., Boon, P. B. J., & Drijvers, P. H. M. (2019). Networking theories in design research: an embodied instrumentation case study in trigonometry. 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. 3088-3095). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings
https://dspace.library.uu.nl/bitstream/handle/1874/391552/CERME11_Proceedings_2019_3088.pdf?sequence=3

Droogers, M. J. S., Drijvers, P. H. M., & Bakker, A. (2019). Repeated sampling in a digital environment: a remix of data and chance. 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. 2985-2992). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings
https://dspace.library.uu.nl/bitstream/handle/1874/391551/CERME11_Proceedings_2019.pdf?sequence=1

van Leendert, A.-M., Doorman, L. M., Drijvers, P., Pel, J., & van der Steen, J. (2019). Supporting braille readers in reading and comprehending mathematical expressions and equations. 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. 4704-4711). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/392155/Supporting_braille_readers.pdf?sequence=1

Westerhout, E. N., Drijvers, P. H. M., & Bakker, A. (2019). The impact of a mathematics game programming project on student motivation in grade 8. 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. 1565-1572). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.science/hal-02410276/
https://dspace.library.uu.nl/bitstream/handle/1874/392475/Pages_from_CERME11_Proceedings_2019.pdf?sequence=1

Hoogland, K., heinsman, K., & Drijvers, P. H. M. (2019). Numeracy and mathematics education in vocational education: a literature review, preliminary results. 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. 1341-1348). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings
https://dspace.library.uu.nl/bitstream/handle/1874/392154/Numeracy_and_mathematics.pdf?sequence=1

Kop, P., Janssen, F., Drijvers, P. H. M., & Van Driel, J. (2019). Graphing formulas to give meaning to algebraic formulas. 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. 582-589). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/397212/Graphing_formulas_to_give_meaning_to_algebraic_formulas.pdf?sequence=2

Boels, L. B. M. M., Bakker, A., & Drijvers, P. H. M. (2019). Eye tracking secondary school students’ strategies when interpreting statistical graphs. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education: Improving access to the power of mathematics (Vol. 2, pp. 113-120). PME.
https://dspace.library.uu.nl/bitstream/handle/1874/390484/Proceedings_PME43_Pretoria_2019_Boels_etal_RR.pdf?sequence=3

Droogers, M. J. S., Drijvers, P. H. M., & Bakker, A. (2019). Repeated Sampling with a Black Box to Make Informal Statistical Inference Accessible. Mathematical Thinking and Learning, 22(2), 116-138. https://doi.org/10.1080/10986065.2019.1617025
https://dspace.library.uu.nl/bitstream/handle/1874/390023/Repeated_sampling_with_a_black_box_to_make_informal_statistical_inference_accessible.pdf?sequence=1

Drijvers, P. H. M., Gitirana, V., Monaghan, J., & Okumus, S. (2019). Transitions towards digital resources: change, invariance and orchestration. In L. Trouche, G. Gueudet, & B. Pepin (Eds.), The ‘Resource' Approach to Mathematics Education (1 ed., pp. 389-444). Springer. https://doi.org/10.1007/978-3-030-20393-1_12
https://dspace.library.uu.nl/bitstream/handle/1874/390481/Drijvers2019_Chapter_TransitionsTowardDigitalResour.pdf?sequence=1

van Borkulo, S. P., & Drijvers, P. H. M. (2019, Aug 26). Computational Thinking & Mathematical Thinking: Two Sides of the Same Coin?. Unpublished
https://research-portal.uu.nl/ws/files/68853211/CMT_SummerSchool_20190824.pdf

van Borkulo, S. P., Kallia, M., Drijvers, P. H. M., Barendsen, E., & Tolboom, J. (2019). Computational Thinking and Mathematical Thinking.
https://dspace.library.uu.nl/bitstream/handle/1874/429598/posterCMT_20190702.pdf?sequence=1

Boels, L., Bakker, A., Van Dooren, W., & Drijvers, P. (2019). Conceptual difficulties when interpreting histograms: A review. Educational Research Review, 28, 100291. https://doi.org/10.1016/j.edurev.2019.100291
https://dspace.library.uu.nl/bitstream/handle/1874/387008/1_s2.0_S1747938X18304615_main.pdf?sequence=3

van der Wal, N. J., Bakker, A., & Drijvers, P. H. M. (2019). Teaching strategies to foster techno-mathematical literacies in an innovative mathematics course for future engineers. ZDM: The International Journal on Mathematics Education, 51(6), 885-897. Article 2. https://doi.org/10.1007/s11858-019-01095-z
https://dspace.library.uu.nl/bitstream/handle/1874/386514/Wal2019_Article_TeachingStrategiesToFosterTech.pdf?sequence=1

Shvarts, A. Y., Alberto, R. A., Bakker, A., Doorman, L. M., & Drijvers, P. H. M. (2019). Embodied collaboration to foster instrumental genesis in mathematics. In A Wide Lens: combining embodied, enactive, extended, and embedded learning in collaborative settings: 13th International Conference on Computer Supported Collaborative Learning (CSCL 2019) (Vol. 2, pp. 660-663).
https://dspace.library.uu.nl/bitstream/handle/1874/430710/2019CSCL_Embodiedcollaboration.pdf?sequence=1

Tacoma, S. G., Heeren, B. J., Jeuring, J. T., & Drijvers, P. H. M. (2019). Automated feedback on the structure of hypothesis tests. In S. Isotani, A. Ogan, P. Hastings, B. McLaren, & R. Luckin (Eds.), Artificial Intelligence in Education: 20th International Conference, AIED 2019, Chicago, IL, USA, June 25-29, 2019, Proceedings, Part II (pp. 281-285). (Lecture Notes in Computer Science; Vol. 11626). Springer. https://doi.org/10.1007/978-3-030-23207-8_52
https://dspace.library.uu.nl/bitstream/handle/1874/382870/TacomaHeerenJeuringDrijvers_HypothesisTesting.pdf?sequence=3

van den Bogaart, T., Drijvers, P. H. M., & Tolboom, J. (2019). Co-design and use of open online materials for mathematics and science didactics courses in teacher education: product and process. In G. Aldon, & J. Trgalova (Eds.), Technology in Mathematics Teaching: Selected Papers of the 13th ICTMT Conference (pp. 205-222). (Mathematics Education in the Digital Era; Vol. 13). Springer Nature. https://doi.org/10.1007/978-3-030-19741-4_9
https://dspace.library.uu.nl/bitstream/handle/1874/384627/DenBogaart2019_Chapter_Co_DesignAndUseOfOpenOnlineMat.pdf?sequence=1

Drijvers, P. H. M., Kodde-Buitenhuis, H., & Doorman, M. (2019). Assessing mathematical thinking as part of curriculum reform in the Netherlands. Educational Studies in Mathematics, 102(3), 435-456. https://doi.org/10.1007/s10649-019-09905-7
https://dspace.library.uu.nl/bitstream/handle/1874/388774/Drijvers2019_Article_AssessingMathematicalThinkingA.pdf?sequence=1

Tacoma, S. G., Heeren, B. J., Jeuring, J. T., & Drijvers, P. H. M. (2019). Automated feedback on the structure of hypothesis tests. 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. 2969-2976). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/390899/Automated.pdf?sequence=1

Drijvers, P. H. M. (2019). Head in the clouds, feet on the ground; A realistic view on using digital tools in mathematics education. In A. Büchter, M. Glade, R. Herold-Blasius, M. Klinger, F. Schacht, & P. Scherer (Eds.), Vielfältige Zugänge zum Mathematikunterricht: Konzepte und Beispiele aus Forschung und Praxis (pp. 163–176). Springer.

Boels, L. B. M. M., Bakker, A., & Drijvers, P. H. M. (2019). Unravelling teachers’ strategies when interpreting histograms: an eyetracking study. 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 (CERME11, February 6 – 10, 2019) (pp. 888-895). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/390688/Pagina_s_van_CERME11_Proceedings_2019.pdf?sequence=1

Drijvers, P. H. M. (2019). Traveling to Hamburg. In W. Blum, M. Artigue, M.-A. Mariotti, R. Straesser, & M. Van den Heuvel-Panhuizen (Eds.), European Traditions in Didactics of Mathematics (pp. 79-87). Springer. https://doi.org/10.1007/978-3-030-05514-1_3
https://dspace.library.uu.nl/bitstream/handle/1874/379732/drijvers.pdf?sequence=1

Wijnker, W., Bakker, A., van Gog, T. A. J. M., & Drijvers, P. H. M. (2019). Educational Videos from a Film Theory Perspective: Relating Teacher Aims to Video Characteristics. British Journal of Educational Technology, 50(6), 3175-3197. https://doi.org/10.1111/bjet.12725
https://dspace.library.uu.nl/bitstream/handle/1874/388352/Wijnker_et_al_2019_British_Journal_of_Educational_Technology.pdf?sequence=1

van Leendert, A. J. M., Doorman, L. M., Drijvers, P. H. M., Pel , J., & van der Steen, J. (2019). An exploratory study of reading mathematical expressions by braille readers. Journal of Visual Impairment and Blindness, 113(1), 68-80. https://doi.org/10.1177/0145482X18822024
https://dspace.library.uu.nl/bitstream/handle/1874/377874/postprint_of_an_exploratory_study_of_reading_mathematical_expressions_by_braille_readers_2019.pdf?sequence=3

Vakpublicaties

Drijvers, P. H. M., & Kodde-Buitenhuis, H. (2019). Wiskundig denken in de centrale examens wiskunde B van havo en vwo. Nieuw archief voor wiskunde. Serie 5, 20(4), 252-258.
https://dspace.library.uu.nl/bitstream/handle/1874/391658/naw5_2019_20_4_252.pdf?sequence=1

2018

Wetenschappelijke publicaties

Boels, L. B. M. M., Ebbes, R., Bakker, A., van Dooren, W., & Drijvers, P. H. M. (2018). Revealing Conceptual Difficulties when Interpreting Histograms: An Eye-Tracking Study. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10, Kyoto, july 2018) (pp. 1-4). International Statistics Institute. http://icots.info/10/?session=8E
https://dspace.library.uu.nl/bitstream/handle/1874/375608/ICOTS10_8E2_Kyoto_Japan_2018_07_Boels_etal_revealing_conceptual_difficulties_histograms.pdf?sequence=1

Boels, L. B. M. M., Ebbes, R., Bakker, A., Van Dooren, W., & Drijvers, P. H. M. (2018). Students’ strategies when solving problems about statistical graphs.

Drijvers, P. H. M. (2018). Tools and taxonomies: a response to Hoyles. Research in Mathematics Education, 20(3), 229–235. https://doi.org/10.1080/14794802.2018.1522269
https://dspace.library.uu.nl/bitstream/handle/1874/373694/drijvers.pdf?sequence=1

Drijvers, P. H. M. (2018). Digital assessment of mathematics: opportunities, issues and criteria. Mesure et Évaluation en Éducation, 41(1), 41-66.

Droogers, M. J. S., Bakker, A., & Drijvers, P. H. M. (2018). Omgaan met steekproef en populatie: Herhaalde steekproeven in een remix van data en kans. https://archief.vakbladeuclides.nl/bestanden/094_2018-19_05_dijke.pdf

Droogers, M. J. S., Bakker, A., & Drijvers, P. H. M. (2018). Repeated Sampling as a step towards Informal Statistical Inference. In M. A. Sotos, A. White, & L. Guyot (Eds.), Looking back, looking forward. : Proceedings of the Tenth International Conference on Teaching Statistics Article C268 International Statistics Institute. https://icots.info/10/?contributed=C268
https://dspace.library.uu.nl/bitstream/handle/1874/372767/ICOTS10_C268.pdf?sequence=1

Heeren, B., Jeuring, J., Sosnovsky, S. A., Drijvers, P., Boon, P., Tacoma, S., Koops, J., Weinberger, A., Grugeon-Allys, B., Chenevotot-Quentin, F., Wijk, J. V., & Walree, F. V. (2018). Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (pp. 262-276). (Lecture Notes Computer Science; Vol. 11082). Springer. https://doi.org/10.1007/978-3-319-98572-5_20
https://dspace.library.uu.nl/bitstream/handle/1874/370178/Fine.pdf?sequence=1

Boels, L. B. M. M., Ebbes, R., Bakker, A., Van Dooren, W., & Drijvers, P. H. M. (2018). Revealing conceptual difficulties when interpreting histograms: an eye-tracking study: ICOTS10 (2018) Invited Paper - Refereed.
https://dspace.library.uu.nl/bitstream/handle/1874/368231/ICOTS10_8E2.pdf?sequence=1

Drijvers, P. H. M., & Ferrara, F. (2018). Instruments and the body. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 193-194). PME.
https://dspace.library.uu.nl/bitstream/handle/1874/366662/DrijversFerrara2018.pdf?sequence=1

Droogers, M. J. S., Drijvers, P. H. M., & Bakker, A. (2018). From sample to population: A hypothetical learning trajectory for informal statistical inference. In V. Gitirana, T. Miyakawa, M. Rafalska, S. Soury-Lavergne, & L. Trouche (Eds.), Proceedings of the Re(s)sources 2018 International conference (pp. 348-351). École Normale Supérieure de Lyon. https://hal.science/hal-01764563
https://dspace.library.uu.nl/bitstream/handle/1874/364984/sample.pdf?sequence=1

Tacoma, S. G., Sosnovsky, S. A., Boon, P. B. J., Jeuring, J. T., & Drijvers, P. H. M. (2018). The Interplay between Inspectable Student Models and Didactics of Statistics. Digital Experiences in Mathematics Education, 4(2), 139-162. https://doi.org/10.1007/s40751-018-0040-9
https://dspace.library.uu.nl/bitstream/handle/1874/364473/Interplay.pdf?sequence=3

Drijvers, P. H. M., Tabach, M., & Vale, C. (2018). Uses of Technology in K–12 Mathematics Education: Concluding Remarks. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of Technology in Primary and Secondary Mathematics Education: Tools, Topics and Trends (1 ed., pp. 421-436). (ICME-13 Monographs). Springer. https://doi.org/10.1007/978-3-319-76575-4_26
https://dspace.library.uu.nl/bitstream/handle/1874/364502/Technology.pdf?sequence=1

Drijvers, P. H. M. (2018). Empirical evidence for benefit? Reviewing quantitative research on the use of digital tools in mathematics education. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of Technology in Primary and Secondary Mathematics Education: Tools, Topics and Trends (1 ed., pp. 161-178). (ICME-13 Monographs). Springer. https://doi.org/10.1007/978-3-319-76575-4_9
https://dspace.library.uu.nl/bitstream/handle/1874/364501/Empirical.pdf?sequence=1

Ball, L., Drijvers, P. H. M., Ladel, S., Siller, H.-S., Tabach, M., & Vale, C. (Eds.) (2018). Uses of Technology in Primary and Secondary Mathematics Education: Tools, Topics and Trends. (ICME-13 Monographs). Springer.

Vakpublicaties

Tacoma, S. G., Jeuring, J. T., Heeren, B. J., & Drijvers, P. H. M. (2018). Automated feedback on the structure of hypothesis tests. Poster session presented at Onderwijs meets onderzoek, Utrecht, Netherlands.

Van den Boogaart, T., Drijvers, P. H. M., & Tolboom, J. (2018). Co-design van online lesmateriaal vakdidactiek voor de lerarenopleiding: proces en product. VELON : tijdschrift voor lerarenopleiders, 39(2), 59-68.

2017

Wetenschappelijke publicaties

Boels, L. B. M. M., Bakker, A., Drijvers, P. H. M., & Van Dooren, W. (2017). Conceptual difficulties with histograms: A review. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st PME Conference (Vol. 1, pp. 172). PME.
https://dspace.library.uu.nl/bitstream/handle/1874/394530/Proceedings_PME41_Singapore_2017_Boels_etal.pdf?sequence=1

Drijvers, P. H. M., Faggiano, E., Geraniou, E., & Weigand, H.-G. (2017). Introduction to the papers of TWG16: Learning Mathematics with Technology and Other Resources. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 2499-2506). DCU Institute of Education and ERME. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/361268/drijvers.pdf?sequence=1

Doorman, L. M., Drijvers, P. H. M., Gravemeijer, K., Boon, P. B. J., & Reed, H. (2017). 数学教育方面的教学设计研究: 技术支持下的关于函数概念学习活动安排的案例. In Q. Wang, T. Plomp, N. Nieveen, Z. Zhu, & X. Gu (Eds.), 教育设计研究: 理论与案例 (pp. 273-293). East China Normal University Press.

Tacoma, S. G., Drijvers, P. H. M., & Boon, P. B. J. (2017). Using student models to generate feedback in a university course on statistical sampling. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017) (pp. 844-851). DCU Institute of Education and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/359994/CERME10_Proceedings_2017.pdf?sequence=1

Van den Bogaart, T., Drijvers, P. H. M., & Tolboom, J. (2017). The design and use of open online modules for blended learning in STEM education. In G. Aldon, & J. Trgalova (Eds.), Proceedings of the 13th International Conference on Technology in Mathematics Teaching : Ecole Normale Supérieure de Lyon / Université Claude Bernard Lyon 1, 3 to 6 July, 2017 (pp. 339-346). Universite de Lyon. https://ictmt13.sciencesconf.org/data/pages/proceedings_compressed_1.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/358632/Design.pdf?sequence=1

Droogers, M. J. S., & Drijvers, P. H. M. (2017). Enhancing statistical literacy. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017) (pp. 860-867) http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf

Kop, P. M. G. M., Janssen, F. J. J. M., Drijvers, P. H. M., & van Driel, J. H. (2017). Graphing formulas: Unraveling experts’ recognition processes. Journal of Mathematical Behavior, 45, 167-182. https://doi.org/10.1016/j.jmathb.2017.01.002
https://dspace.library.uu.nl/bitstream/handle/1874/352468/graphing.pdf?sequence=1

van der Wal, N. J., Bakker, A., & Drijvers, P. (2017). Which Techno-mathematical Literacies Are Essential for Future Engineers? International Journal of Science and Mathematics Education, 15(S1), 87-104. https://doi.org/10.1007/s10763-017-9810-x
https://dspace.library.uu.nl/bitstream/handle/1874/352858/Techno.pdf?sequence=1

Arcavi, A., Drijvers, P. H. M., & Stacey, K. (2017). The learning and teaching of algebra: Insight, ideas, and activities. Routledge.

Vakpublicaties

van Stiphout, I., Drijvers, P. H. M., Stolwijk, R., & Remijn, J. (2017). Algebraïsche vaardigheden in de nieuwe examens wiskunde havo en vwo. Euclides, 93(1), 27-29.

Droogers, M. J. S., Drijvers, P. H. M., & Tolboom, J. (2017). Statistical literacy.... hoe dan? Onderzoekend en nieuwsgierig omgaan met data lijkt essentieel. Euclides, 92(5).

Overige resultaten

Drijvers, P. H. M., Schaap, J., & Voorhoeve, M. (2017). Didactiek van Statistiek. https://maken.wikiwijs.nl/86112/Didactiek_van_statistiek#!page-2461608

van der Wal, N. J., Bakker, A., & Drijvers, P. H. M. (2017). Designing a course for future engineers to develop Techno-mathematical Literacies: a pilot. Poster session presented at Mathematics Education Symposium at the UCL Institute of Education (London), London, United Kingdom.

Droogers, M. J. S., Drijvers, P. H. M., & Tolboom, J. (2017). Steekproef en populatie: Statistisch redeneren en informele statistische inferentie. Poster session presented at Onderwijs meets onderzoek, Utrecht, Netherlands.
https://dspace.library.uu.nl/bitstream/handle/1874/357822/Poster_O_O_Marianne_van_Dijke.pdf?sequence=1

Tacoma, S. G., Drijvers, P. H. M., & Boon, P. B. J. (2017). Using student models to generate feedback in a university course on statistical sampling. Paper presented at 10th Congress of European Research in Mathematics Education (CERME10), Dublin, Ireland.
https://dspace.library.uu.nl/bitstream/handle/1874/351372/CERME10_0213.pdf?sequence=1

2016

Wetenschappelijke publicaties

Jupri, A., Drijvers, P. H. M., & Van den Heuvel-Panhuizen , M. (2016). Learning algebra on screen and on paper: The effect of using a digital tool on students' understanding. AIP Conference Proceedings, 1708(1), 1-5. Article 060002 . https://doi.org/10.1063/1.4941165
https://dspace.library.uu.nl/bitstream/handle/1874/330731/Learning.pdf?sequence=1

Roorda, G., Vos, P., Drijvers, P. H. M., & Goedhart, M. (2016). Solving rate of change tasks with a graphing calculator: a case study on instrumental genesis. Digital Experiences in Mathematics Education, 2, 228-252. https://doi.org/10.1007/s40751-016-0022-8
https://dspace.library.uu.nl/bitstream/handle/1874/396330/Solving.pdf?sequence=1

Droogers, M. J. S., Tolboom, J., & Drijvers, P. H. M. (2016). Het verhogen van statistisch inzicht in Vwo 2. NWO.

Jupri, A., Drijvers, P. H. M., & Van den Heuvel-Panhuizen , M. (2016). An instrumentation theory view on students’ use of an applet for algebraic substitution. International Journal for Technology in Mathematics Education, 23(2), 63-80. https://doi.org/10.1564/tme_v23.2.02
https://dspace.library.uu.nl/bitstream/handle/1874/334842/JupriDrijversVandenHeuvelPanhuizen2016IJTME.pdf?sequence=1

Jupri, A., & Drijvers, P. H. M. (2016). Student difficulties in mathematizing word problems in algebra. EURASIA Journal of Mathematics, Science and Technology Education , 12(9), 2481-2502. https://doi.org/10.12973/eurasia.2016.1299a
https://dspace.library.uu.nl/bitstream/handle/1874/334841/JupriDrijvers2016Eurasia.pdf?sequence=1

Drijvers, P. H. M., Ball, L., Barzel, B., Heid, M. K., Cao, Y., & Maschietto, M. (2016). Uses of Technology in Lower Secondary Mathematics Education: A Concise Topical Survey. (ICME-13 Topical Surveys). Springer. https://doi.org/10.1007/978-3-319-33666-4
https://dspace.library.uu.nl/bitstream/handle/1874/334856/DrijversEtAl2016TS42_ICME13.pdf?sequence=1

Kieran, C., & Drijvers, P. H. M. (2016). Digital technology and mathematics education: Core ideas and key dimensions of Michèle Artigue’s theoretical work on digital tools and its impact on mathematics education research. In B. R. Hodgson, A. Kuzniak, & J.-B. Lagrange (Eds.), The Didactics of Mathematics: Approaches and Issues: A Homage to Michèle Artigue (1 ed., pp. 123-142). Springer. https://doi.org/10.1007/978-3-319-26047-1_6
https://dspace.library.uu.nl/bitstream/handle/1874/344157/978-3-319-26047-1_6.pdf?sequence=2

Vakpublicaties

Drijvers, P. H. M., & Tacoma, S. (2016). Het FIzier gericht op Onderwijs meets Onderzoek. Euclides, 92(2), 37-39.

Drijvers, P. H. M., Straat, H., & Wools, S. (2016). Wiskunde valide getoetst? De digitale landelijke kennistoets wiskunde van de tweedegraads lerarenopleiding vergeleken met de instituutstentamens. VELON : tijdschrift voor lerarenopleiders, 37(3), 27-38.
https://dspace.library.uu.nl/bitstream/handle/1874/354793/DrijversStraatWools2016VELON.pdf?sequence=1

van Dalen, F., Drijvers, P. H. M., & Straat, H. (2016). Verschillen tussen rekentoets en centraal examen wiskunde. Euclides, 91(5), 4-7.
https://dspace.library.uu.nl/bitstream/handle/1874/369729/dalen.pdf?sequence=1

Overige resultaten

Kop, P. M. G. M., Janssen, F., Drijvers, P. H. M., & van Driel, J. (2016). Recognition and heuristics in graphing formulas. Poster session presented at 13th international congress on mathematical education, Hamburg, Germany.

van der Wal, N. J., Bakker, A., & Drijvers, P. H. M. (2016). Techno-mathematical Literacies in the workplaces of engineers. Paper presented at 13th international congress on mathematical education, Hamburg, Germany.

Turgut, M., & Drijvers, P. H. M. (2016). Students’ thinking modes and the emergence of signs in learning linear algebra. Paper presented at 13th international congress on mathematical education, Hamburg, Germany.
https://dspace.library.uu.nl/bitstream/handle/1874/343234/TSG2_PA_turgut_drijvers.pdf?sequence=1

Drijvers, P. H. M. (2016). Evidence for benefit? Reviewing empirical research on the use of digital tools in mathematics education. Paper presented at 13th international congress on mathematical education, Hamburg, Germany.
https://dspace.library.uu.nl/bitstream/handle/1874/343233/TSG42_PA_Drijvers.pdf?sequence=1

Doorman, L. M., Bakker, A., Drijvers, P. H. M., & Wijaya, A. (2016). Design-based research in mathematics education. Paper presented at 2nd Sriwijaya University Learning And Education International Conference, Palembang, Indonesia.

Tacoma, S. G., Drijvers, P. H. M., & Jeuring, J. T. (2016). Automated feedback in higher statistics education. Poster session presented at Posterpresentation at the ICME-13 in Hamburg, Hamburg, Germany.

Tacoma, S. G., Drijvers, P. H. M., & Jeuring, J. T. (2016). Automated feedback in higher statistics education. Poster session presented at Onderwijs meets onderzoek, Utrecht, Netherlands.

Droogers, M. J. S., Tolboom, J., & Drijvers, P. H. M. (2016). Het vergroten van statistisch inzicht in Vwo 2. Poster session presented at Onderwijs meets onderzoek, Utrecht, Netherlands.
https://dspace.library.uu.nl/bitstream/handle/1874/429585/Poster_Het_vergroten_van_statistisch_inzicht_in_Vwo_2.pdf?sequence=1

Boels, L., Bakker, A., Drijvers, P., & Van Dooren, W. (2016). Students’ interpretations of histograms: a review. Poster session presented at Posterpresentation at the ICME-13 in Hamburg, Hamburg, Germany.
https://dspace.library.uu.nl/bitstream/handle/1874/395244/TSG15_Boels_Bakker_poster.pdf?sequence=1

2015

Wetenschappelijke publicaties

Jupri, A., Drijvers, P. H. M., & Van den Heuvel-Panhuizen , M. (2015). Improving grade 7 students’ achievement in initial algebra through a technology-based intervention. Digital Experiences in Mathematics Education, 1(1), 28-58. https://doi.org/10.1007/s40751-015-0004-2
https://dspace.library.uu.nl/bitstream/handle/1874/324927/2.pdf?sequence=1

Drijvers, P. H. M. (2015). Digital technology in mathematics education: Why it works (or doesn't). In S. J. Cho (Ed.), Selected Regular Lectures from the 12th International Congress on Mathematical Education (1 ed., pp. 135-151). Springer. https://doi.org/10.1007/978-3-319-17187-6_8
https://dspace.library.uu.nl/bitstream/handle/1874/322431/978-3-319-17187-6_8.pdf?sequence=2

Margolinas, C., & Drijvers, P. H. M. (2015). Didactical engineering in France: an insider’s and an outsider’s view on its foundations, its practice and its impact. ZDM: The International Journal on Mathematics Education, 47(6), 893-903. https://doi.org/10.1007/s11858-015-0698-z
https://dspace.library.uu.nl/bitstream/handle/1874/322375/didactical.pdf?sequence=1

Kop, P. M. G. M., Janssen, F. J. J. M., Drijvers, P. H. M., Veenman, M. V. J., & van Driel, J. H. (2015). Identifying a framework for graphing formulas from expert strategies. Journal of Mathematical Behavior, 39, 121-134. https://doi.org/10.1016/j.jmathb.2015.06.002
https://dspace.library.uu.nl/bitstream/handle/1874/322374/identifying.pdf?sequence=1

Drijvers, P. H. M., Monaghan, J., Thomas, M., & Trouche, L. (2015). Use of Technology in Secondary Mathematics: Final Report for the International Baccalaureate. International Baccalaureate. http://www.ibo.org/globalassets/publications/ib-research/technologyindpmathematicsfinalreport.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/315455/technologyindpmathematicsfinalreport.pdf?sequence=1

Vakpublicaties

Bor-de Vries, M., & Drijvers, P. H. M. (2015). Wiskundig denken: a way of life. Euclides, 91(3), 30-32.
https://dspace.library.uu.nl/bitstream/handle/1874/324928/Wiskundig_Denken_A_Way_of_Life.pdf?sequence=1

Drijvers, P. H. M. (2015). Maak de wiskundeles denkactief. Didactief, 45(10), 38-39.

Bor-de Vries, M., & Drijvers, P. H. M. (2015). Handreiking denkactiverende wiskundelessen. Utrecht University. http://www.fisme.science.uu.nl/publicaties/literatuur/2015_nro_wda.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/322362/handreiking.pdf?sequence=1

Drijvers, P. H. M. (2015). Denken over wiskunde, onderwijs en ICT. Euclides, 90(7), 4-10.

Drijvers, P. H. M. (2015). Kernaspecten van wiskundig denken. Euclides, 90(5), 4-8.

Overige resultaten

Drijvers, P. H. M. (2015). Denken over wiskunde, onderwijs en ICT: Inaugurale rede. Utrecht University. http://www.fisme.science.uu.nl/publicaties/literatuur/Oratie_Paul_Drijvers_facsimile_20150521.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/315607/Oratie_Paul_Drijvers_facsimile_20150521.pdf?sequence=1

2014

Wetenschappelijke publicaties

Drijvers, P. H. M. (2014). Digital technology in mathematics education: a reflective look into the mirror. In J. Roth, & J. A. (Eds.), Beiträge zum Mathematikunterricht 2014 (pp. 21-28). WTM Verlag. https://doi.org/10.17877/DE290R-13438

Roorda, G., Vos, P., Drijvers, P., & Goedhart, M. (2014). Graphing calculator supported instrumentation schemes for the concept of derivative: a case study. 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. 57-64). PME.
https://dspace.library.uu.nl/bitstream/handle/1874/305082/Pages_from_PMENA_36_PME_38_2014_Proceedings_Vol_5.pdf?sequence=1

Trouche, L., & Drijvers, P. (2014). Webbing and orchestration: Two interrelated views on digital tools in mathematics education. Teaching Mathematics and its Applications, 33(3), 193-209.

Jupri, A., Drijvers, P., & van den Heuvel - Panhuizen, M. (2014). The impact of a technology-rich intervention on grade 7 students' skills in initial algebra. In W.-C. Yang, M. Majewski, T. D. Alwis, & V. Wahyudi (Eds.), Innovation and technology for mathematics education: Proceedings of the 19th Asian Technology Conference in Mathematics (pp. 152-161). State University of Yogyakarta.

Drijvers, P., Tacoma, S., Besamusca, A., Heuvel, C. V. D., Doorman, M., & Boon, P. (2014). Digital technology and mid-adopting teachers’ professional development: a case study. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era (pp. 189-212). (Mathematics Education in the Digital Era ; Vol. 2). Springer.

Drijvers, P., Doorman, M., Kirschner, P., Hoogveld, B., & Boon, P. (2014). The effect of online tasks for algebra on student achievement in grade 8. Technology, Knowledge and Learning, 19(1-2), 1-18. https://doi.org/10.1007/s10758-014-9217-5

Jupri, A., Drijvers, P., & van den Heuvel - Panhuizen, M. (2014). Difficulties in initial algebra learning in Indonesia. Mathematics Education Research Journal, 26(4), 683-710. https://doi.org/10.1007/s13394-013-0097-0
https://dspace.library.uu.nl/bitstream/handle/1874/303418/art_3A10.1007_2Fs13394_013_0097_0.pdf?sequence=1

Jupri, A., Drijvers, P., & van den Heuvel - Panhuizen, M. (2014). Student difficulties in solving equations from an operational and a structural perspective. Mathematics Education, 9(1), 39-55. https://doi.org/10.29333/iejme/280
https://dspace.library.uu.nl/bitstream/handle/1874/303417/d4.pdf?sequence=1

van den Heuvel - Panhuizen, M., & Drijvers, P. (2014). Realistic Mathematics Education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 521-525). Springer.

Vakpublicaties

Drijvers, P., & Veldhoen, F. (2014). Het FIzier gericht op... de onderbouw. Euclides, 90(2), 20-21.

Drijvers, P. (2014). Het FIzier gericht op... het Klein-project. Euclides, 89(4), 19-20.

Verhoef, N. C., Drijvers, P., Bakker, A., & Konings, T. (2014). Tussen wal en schip: Wiskundig-didactisch onderwijsonderzoek in Nederland. Platform Wiskunde Nederland. http://www.platformwiskunde.nl
https://dspace.library.uu.nl/bitstream/handle/1874/304332/PWN_rapport_onderwijsonderzoekscommissie.pdf?sequence=1

Overige resultaten

Kop, P., F, J., Drijvers, P., Veenman, M., & van Driel, J. (2014). Identifying a framework for graphing formulas from expert strategies. 136. Poster session presented at 38th Conference of the International Group for the Psychology of Mathematics Education, Vancouver, Canada.
https://dspace.library.uu.nl/bitstream/handle/1874/305073/Pages.pdf?sequence=1

2013

Wetenschappelijke publicaties

Trouche, L., Drijvers, P. H. M., Gueudet, G., & Sacristan, A. I. (2013). Technology-driven developments and policy implications for mathematics education. In M. A. Clements (Ed.), Third International Handbook of Mathematics Education (pp. 753-790). (Springer international handbooks of education; No. 27). Springer. https://doi.org/10.1007/978-1-4614-4684-2_24

Besamusca, A., & Drijvers, P. H. M. (2013). The impact of participation in a community of practice on teachers’ professional development concerning the use of ICT in the classroom. In A. M. Lindmeijer, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. Vol. 2 (pp. 81-88). PME.

Drijvers, P. H. M., Godino, J. D., Font, V., & Trouche, L. (2013). One episode, two lenses : a reflective analysis of student learning with computer algebra from instrumental and onto-semiotic perspectives. Educational Studies in Mathematics, 82(1), 23-49. https://doi.org/10.1007/s10649-012-9416-8

Drijvers, P. H. M., Boon, P. B. J., Bokhove, C., & Tacoma, S. G. (2013). Digital design: RME principles for designing online tasks. In C. Margolinas (Ed.), Proceedings of ICMI Study 22 Task Design in Mathematics Education, 22-26 Jul 2013 ICMI.

van Stiphout, I., Drijvers, P. H. M., & Gravemeijer, K. P. E. (2013). The development of students’ algebraic proficiency. Mathematics Education, 8(2-3), 62-80. https://doi.org/10.29333/iejme/274
https://dspace.library.uu.nl/bitstream/handle/1874/289225/d2.pdf?sequence=1

Doorman, L. M., Drijvers, P. H. M., Gravemeijer, K. P. E., Boon, P. B. J., & Reed, H. (2013). Design research in mathematics education: the case of an ict-rich learning arrangement for the concept of function. In T. Plomp, & N. Nieveen (Eds.), Educational design research. Part B. Illustrative cases (pp. 425-446). SLO.

Kieran, C., Boileau, A., Tanguay, D., & Drijvers, P. H. M. (2013). Design researchers’ documentational genesis in a study on equivalence of algebraic expressions. ZDM: The International Journal on Mathematics Education, 45(7), 1045-1056. https://doi.org/10.1007/s11858-013-0516-4

Drijvers, P. H. M. (2013). Digital technology in mathematics education: why it works (or doesn’t). PNA, 8(1), 1-20.
https://dspace.library.uu.nl/bitstream/handle/1874/289263/PNA8%281%29V4_1.pdf?sequence=1

Drijvers, P. H. M., Tacoma, S. G., Besamusca, A., Doorman, L. M., & Boon, P. B. J. (2013). DocentPraktijken in ICT-rijk wiskundeonderwijs. Freudenthal Instituut voor Didactiek van Wiskunde en Natuurwetenschappen, Universiteit Utrecht.
https://dspace.library.uu.nl/bitstream/handle/1874/289215/DocentPraktijken.pdf?sequence=1

van Stiphout, I., Drijvers, P. H. M., & Gravemeijer, K. P. E. (2013). The implementation of contexts in Dutch textbook series: a double didactical track? In A. M. Lindmeijer, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. Vol. 4 (pp. 337-344). PME.

Drijvers, P. H. M., Tacoma, S. G., Besamusca, A., Doorman, L. M., & Boon, P. B. J. (2013). Digital resources inviting changes in mid-adopting teachers’ practices and orchestrations. ZDM: The International Journal on Mathematics Education, 45(7), 987-1001. https://doi.org/10.1007/s11858-013-0535-1

Vakpublicaties

Drijvers, P. H. M., & Tjon Soei Sjoe, K. (2013). (Werk)woorden in de centrale examens wiskunde havo/vwo. Euclides, 88(4), 162-164.
https://dspace.library.uu.nl/bitstream/handle/1874/289214/8.5_artikel_euclides_wiskunde_jan_2013.pdf?sequence=1

van Amerom, B. A., & Drijvers, P. H. M. (2013). De lerarenopleiding wiskunde in Nederland: instroom, doorstroom en uitstroom. Tijdschrift voor Lerarenopleiders, 34(3), 17-26.

Doorman, L. M., Drijvers, P., Kirschner, P. A., Boon, P. B. J., & Hoogveld, B. (2013). Uit de ivoren toren: Oefenen met de computer is niet automatisch effectief. Nieuwe Wiskrant, 32(4), 4-7.
https://dspace.library.uu.nl/bitstream/handle/1874/289207/324juni_doorman-etal.pdf?sequence=1

Populariserende publicaties

Prins, G. T., & Drijvers, P. (2013). Schoon drinkwater, een combinatie van wis- en scheikunde. Wisactueel |, 1-2.
https://dspace.library.uu.nl/bitstream/handle/1874/288576/wis_2013-1_act_prinsdrijvers.pdf?sequence=2

2012

Wetenschappelijke publicaties

Drijvers, P. H. M. (2012). Teachers transforming resources into orchestrations. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to 'lived' resources : mathematics curriculum materials and teacher development (pp. 265-281). (Mathematics teacher education; No. 7). Springer.

Bokhove, C., & Drijvers, P. H. M. (2012). Effects of a digital intervention on the development of algebraic expertise. Computers & Education, 58(1), 197-208. https://doi.org/10.1016/j.compedu.2011.08.010

Doorman, L. M., Drijvers, P. H. M., Gravemeijer, K. P. E., Boon, P. B. J., & Reed, H. (2012). Tool use and the development of the function concept: from repeated calculations to functional thinking. International Journal of Science and Mathematics Education, 10(6), 1243-1267. https://doi.org/10.1007/s10763-012-9329-0
https://dspace.library.uu.nl/bitstream/handle/1874/266430/9329-0.pdf?sequence=1

Drijvers, P. H. M., & Barzel, B. (2012). Equations with technology: different tools, different views. The Mathematics Teacher, 228, 14-19.

Bokhove, C., & Drijvers, P. H. M. (2012). Effects of feedback in an online algebra intervention. Technology, Knowledge and Learning, 17(1/2), 43-59. https://doi.org/10.1007/s10758-012-9191-8

Drijvers, P. H. M., Tacoma, S. G., Besamusca, A., Doorman, L. M., & Boon, P. B. J. (2012). DocentPraktijken in ICT-rijk wiskundeonderwijs. Kennisnet.

Vakpublicaties

Drijvers, P. H. M., van Streun, A., & Zwaneveld, B. (2012). Handboek Wiskundedidactiek. Epsilon Uitgaven.

Drijvers, P. H. M. (2012). Wat bedoelen ze toch met... symbol sense? Nieuwe Wiskrant, 31(3), 39-42.
https://dspace.library.uu.nl/bitstream/handle/1874/272265/vers.pdf?sequence=2

Drijvers, P. H. M., & Zwaneveld, B. (2012). ICT in het wiskundeonderwijs. In P. Drijvers, A. van Streun, & B. Zwaneveld (Eds.), Handboek Wiskundedidactiek (pp. 265-298). (Epsilon uitgaven; No. 72). Epsilon Uitgaven.

van Streun, A., Zwaneveld, B., & Drijvers, P. H. M. (2012). Statistiek. In P. Drijvers, A. van Streun, & B. Zwaneveld (Eds.), Handboek Wiskundedidactiek (pp. 205-234). (Epsilon uitgaven; No. 72). Epsilon Uitgaven.

Drijvers, P. H. M., & Kop, P. (2012). Variabelen en vergelijkingen. In P. Drijvers, A. van Streun, & B. Zwaneveld (Eds.), Handboek Wiskundedidactiek (pp. 53-82). (Epsilon uitgaven; No. 72). Epsilon Uitgaven.

Drijvers, P. H. M. (2012). Wat bedoelen ze toch met... modelleren? Nieuwe Wiskrant, 31(4), 34-37.
https://dspace.library.uu.nl/bitstream/handle/1874/272264/drijvers.pdf?sequence=1

2011

Wetenschappelijke publicaties

Tacoma, S. G., Drijvers, P. H. M., & Boon, P. B. J. (2011). The Use of a Digital Environment to Improve First Year Science Students' Symbol Sense. Journal of Computers in Mathematics and Science Teaching, 30(4), 403-428.

Drijvers, P. H. M. (2011). Teachers transforming resources into orchestrations. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), CERME 7, Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 2178-2187). University of Rzeszow.

Bokhove, C., & Drijvers, P. H. M. (2011). Effects of feedback conditions for an online algebra tool. In M. Joubert (Ed.), Proceedings of ICTMT10 ICTMT.

Vakpublicaties

Drijvers, P. H. M. (2011). Lesgeven met computers in de klas. Nieuwe Wiskrant, 30(3), 26-31.

Drijvers, P. H. M. (2011). From ’work-and-walk-by’ to ’sherpa-at-work’. Mathematics Teaching, (222), 22-26. http://www.atm.org.uk/journal/archive/mt222.html

Drijvers, P. H. M., & Barzel, B. (2011). Gleichungen lösen mit Technologie. Mathematik lehren, (169), 54-57.

Drijvers, P. H. M. (2011). Wat bedoelen ze toch met ... denkactiviteiten? Nieuwe Wiskrant, 31(2), 38-41.

Drijvers, P. H. M. (2011). Wat bedoelen ze toch met ... realistisch? Nieuwe Wiskrant, 31(1), 17-19.

Overige resultaten

Drijvers, P. H. M. (2011). Teachers transforming resources into orchestrations. Paper presented at the CERME7 Conference. Paper presented at CERME7 Conference, February 9-13, 2011, Rzeszow, Poland.

2010

Wetenschappelijke publicaties

Trouche, L., & Drijvers, P. (2010). Handheld technology for mathematics education: Flashback into the future. ZDM - International Journal on Mathematics Education, 42(7), 667-681. https://doi.org/10.1007/s11858-010-0269-2

Drijvers, P. H. M., Boon, P. B. J., & van Reeuwijk, M. (2010). Algebra and technology. In P. Drijvers (Ed.), Secondary algebra education. Revisiting topics and themes and exploring the unknown (pp. 179-202). Sense Publishers.

Bokhove, C., & Drijvers, P. H. M. (2010). Digital Tools for Algebra Education: Criteria and Evaluation. International Journal of Computers for Mathematical Learning, 15(1), 45-62.

Drijvers, P. H. M. (2010). Secondary algebra education. Revisiting topics and themes and exploring the unknown. Sense Publishers.

Reed, H., Drijvers, P. H. M., & Kirschner, P. A. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & Education, 55, 1-15. http://www.sciencedirect.com.proxy.library.uu.nl/science?_ob=ArticleURL&_udi=B6VCJ-4XVBP3M-2&_user=457046&_coverDate=08%2F31%2F2010&_alid=1588289365&_rdoc=3&_fmt=high&_orig=search&_origin=search&_zone=rslt_list_item&_cdi=5956&_sort=r&_st=13&_docanchor=&view=c&_ct=5&_acct=C000021878&_version=1&_urlVersion=0&_userid=457046&md5=c9a6154446bac28337365d6219fde4af&searchtype=a

Wijers, M. M., Jonker, V. H., & Drijvers, P. H. M. (2010). MobileMath: exploring mathematics outside the classroom. ZDM: The International Journal on Mathematics Education, 42(7), 789-799. http://springerlink.metapress.com.proxy.library.uu.nl/content/2146854667845610/

Drijvers, P. H. M., Kieran, C., & Mariotti, A. (2010). Integrating technology into mathematics education: theoretical perspectives. In C. Hoyles, & J.-B. Lagrange (Eds.), Mathematics education and technology - Rethinking the terrain (pp. 89-132). Springer.

Drijvers, P. H. M., Dekker, G. H., & Wijers, M. M. (2010). Patterns and formulas. In P. Drijvers (Ed.), Secondary algebra education. Revisiting topics and themes and exploring the unknown (pp. 89-100). Sense Publishers.

Drijvers, P. H. M., & Weigand, H. (2010). Editorial Handheld technology in the mathematics classroom. ZDM: The International Journal on Mathematics Education, 42(7), 665-666. http://springerlink.metapress.com.proxy.library.uu.nl/content/m83655346r7547wq/

Bokhove, C., & Drijvers, P. H. M. (2010). Digital activities for capturing symbol sense. For the Learning of Mathematics, 30(3), 43-49.

Gravemeijer, K. P. E., Doorman, L. M., & Drijvers, P. H. M. (2010). Symbolising and the development of meaning in computer-supported algebra education. In L. Verschaffel, E. De Corte, T. de Jong, & J. Elen (Eds.), Use of Representations in Reasoning and Problem Solving. Analysis and Improvement (pp. 191-208). (EARLI New Perspectives on Learning and Instruction series). Routledge.

Drijvers, P. H. M., Mariotti, M., Olive, J., & Sacristan, A. I. (2010). Learning and assessing mathematics with and through digital technologies: Introduction to the section. In J.-B. Lagrange, & C. Hoyles (Eds.), Mathematics education and technology - Rethinking the terrain (pp. 81-87). Springer.

Doorman, L. M., & Drijvers, P. H. M. (2010). Algebra in function. In P. Drijvers (Ed.), Secondary algebra education. Revisiting topics and themes and exploring the unknown (pp. 119-136). Sense Publishers.

Trouche, L., & Drijvers, P. H. M. (2010). Handheld technology: Flashback into the future. ZDM: The International Journal on Mathematics Education, 676-681. http://www.springerlink.com/content/m83655346r7547wq/fulltext.html

Drijvers, P. H. M., Doorman, L. M., Boon, P. B. J., Reed, H., & Gravemeijer, K. P. E. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213-234. https://doi.org/10.1007/s10649-010-9254-5
https://research-portal.uu.nl/ws/files/248493885/s10649-010-9254-5.pdf

Drijvers, P. H. M., Goddijn, A. J., & Kindt, M. (2010). Algebra education: exploring topics and themes. In P. Drijvers (Ed.), Secondary algebra education. Revisiting topics and themes and exploring the unknown (pp. 5-26). Sense Publishers.

Drijvers, P. H. M., & Weigand, H. (2010). Special Issue: Handheld technology in the mathematics classroom. ZDM: The International Journal on Mathematics Education.

Vakpublicaties

Drijvers, P. H. M., & Niekus, N. (2010). Algebra op het scherm: impressie van een pilot. Euclides, 86(3), 113-116.

2009

Wetenschappelijke publicaties

Drijvers, P. H. M., Doorman, L. M., Boon, P. B. J., & van Gisbergen, S. (2009). Instrumental orchestration: theory and practice. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (pp. 1349-1358). INRP. http://www.inrp.fr/editions/editions-electroniques/cerme6/

Reed, H., Wijers, M. M., Drijvers, P. H. M., Jonker, V. H., & van Galen, F. H. J. (2009). Het digitale schoolbord als katalysator voor begripsontwikkeling bij rekenen-wiskunde. Freudenthal instituut.

Doorman, L. M., Drijvers, P. H. M., Boon, P. B. J., van Gisbergen, S., Gravemeijer, K. P. E., & Reed, H. (2009). Tool use and conceptual development: an example of a form-function shift. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (pp. 449-456). PME.

Drijvers, P. H. M., Doorman, L. M., Boon, P. B. J., van Gisbergen, S., & Reed, H. (2009). Teachers using technology: Orchestrations and profiles. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (pp. 481-488). PME.

Overige resultaten

Doorman, L. M., Drijvers, P. H. M., Boon, P. B. J., van Gisbergen, S., & Gravemeijer, K. P. E. (2009). Design and implementation of a computer supported learning environment for mathematics. Paper presentation at the 13th Biennial meeting of the European Association for Research on Learning and Instruction. Abstract from 13th Biennial meeting of the European Association for Research on Learning and Instruction, Amsterdam.

2008

Wetenschappelijke publicaties

Drijvers, P. H. M., & Stacey, K. (2008). Report on Thematic Afternoon D: Technology in Mathematics Education. In M. Niss (Ed.), Proceedings of The 10th International Congress on Mathematical Education (pp. 281-286). Roskilde University.

Kieran, C., Guzmán, J., Boileau, A., Tanguay, D., & Drijvers, P. (2008). Orchestrating whole-class discussions in algebra with the aid of CAS technology. In O. Figueras, J.-L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda (Eds.), Proceedings of the joint 32nd PME Conference and 30th PME-NA Conference (pp. 249-256). PME and PME-NA.

Drijvers, P. H. M., & Trouche, L. (2008). From artifacts to instruments: A theoretical framework behind the orchestra metaphor. In G. W. Blum, & M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics: Vol. 2. Cases and perspectives (pp. 363-392). Information Age.

Drijvers, P. H. M. (2008). The cube of algebraic concepts, ICT tools and their roles. In D. Berntzen, B. Barzel, & S. Hussmann (Eds.), Tagungsdocumentation der T3-Pfingsttagung 2006 (pp. 27-58). Universitat Munster.

Vakpublicaties

Drijvers, P., & Kop, P. (2008). Vergelijkingen vergelijken; Ontwikkeling en onderhoud van een veelzijdig repertoire aan algebraïsche vaardigheden. In A. van Streun, B. Zwaneveld, & P. Drijvers (Eds.), Handboek Vakdidactiek Wiskunde UU Freudenthal Instituut/ Elwier. http://www.elwier.nl

Savelsbergh, E. R., Drijvers, P. H. M., van de Giessen, C., Heck, A., Hooyman, K., Krüger, J. H. J., Michels, B., Seller, F., & Westra, R. H. V. (2008). Modelleren en computer-modellen in de β-vakken: advies op verzoek van de gezamenlijke β-vernieuwingscommissies. Freudenthal Instituut voor Didactiek van Wiskunde en Natuurwetenschapen.
https://dspace.library.uu.nl/bitstream/handle/1874/32409/Advies_Modelleren_gezamenlijke_betavakken.pdf?sequence=1

Drijvers, P. (2008). Tests en tools: technologie in landelijke eindexamens. Nieuwe Wiskrant, 28(1), 35-39.

Drijvers, P., & Zwaneveld, B. (2008). Van knoppen naar kennis; Naar een functionele inzet van ICT in het wiskundeonderwijs. In A. van Streun, B. Zwaneveld, & P. Drijvers (Eds.), Handboek Vakdidactiek Wiskunde UU Freudenthal Instituut/ Elwier. http://www.elwier.nl

Overige resultaten

Bokhove, C., & Drijvers, P. H. M. (2008). Het gebruik van ICT bij het verwerven, oefenen en toetsen van doorstroomrelevante wiskundige vaardigheden. Poster session presented at Onderwijs Research Dagen 2008, Eindhoven.

Bokhove, C., & Drijvers, P. H. M. (2008). Online Formative Assessment for Algebra. Poster session presented at Unknown event.

2007

Wetenschappelijke publicaties

Drijvers, P. H. M. (2007). Instrument, orkest en dirigent: een theoretisch kader als basis voor begripsontwikkeling in het statistiekonderwijs. Pedagogische Studiën, 84(5), 358-374.

Doorman, L. M., Drijvers, P. H. M., Dekker, G. H., van den Heuvel-Panhuizen, M. H. A. M., de Lange, J., & Wijers, M. M. (2007). Problem solving as a challenge for mathematics education in The Netherlands. Zentralblatt für Didaktik der Mathematik, 39(5-6), 405-418.

Drijvers, P. H. M., Doorman, L. M., Boon, P. B. J., van Gisbergen, S., & Gravemeijer, K. P. E. (2007). Tool use in a technology-rich learning arrangement for the concept of function. In D. Pitta-Pantazi, & G. Phillippou (Eds.), Proceedings of the V Congress of the European Society for Research in Mathematics Education, CERME5 (pp. 1389-1398). University of Cyprus.

Vakpublicaties

Drijvers, P. H. M. (2007). Wiskunde D, wat doen we ermee? Nieuwe Wiskrant, 26(4), 4-6.

Siersma, D., & Drijvers, P. H. M. (2007). Rijk aan betekenis, het visiedocument van cTWO in vogelvlucht. Euclides, 82(5), 169-172.

Drijvers, P., Doorman, L. M., Boon, P. B. J., van Gisbergen, S., & Gravemeijer, K. P. E. (2007). Algebra met applets. In D. De Bock, J. Deprez, D. Janssens, & W. van Dooren (Eds.), Wiskundeonderwijs in Vlaanderen en Europa: een stand van zaken en perspectieven voot de toekomst (pp. 211-220). Katholieke Universiteit Leuven.

Drijvers, P. (2007). Algebra in context. In D. De Bock, J. Deprez, D. Janssens, & W. van Dooren (Eds.), Wiskundeonderwijs in Vlaanderen en Europa: een stand van zaken en perspectieven voot de toekomst (pp. 13-24). Katholieke Universiteit Leuven.

van Asselt, R., Beukers, F., Blankespoor, J., Broer, H., Drijvers, P. H. M., Garst, S., van de Giessen, C., Kaenders, R., Kleijne, W., Kollenveld, M., Peletier, M., Siersma, D., van Streun, A., & Zaal, C. G. (2007). Rijk aan betekenis. Visie op vernieuwd wiskundeonderwijs. Commissie Toekomst WiskundeOnderwijs, cTWO.

Doorman, L. M., Boon, P. B. J., Drijvers, P. H. M., & Gisbergen, S. (2007). Het ligt aan de belminuten hoeveel eruit komt. Nieuwe Wiskrant, 26(3), 42-46.

van Gisbergen, S., Boon, P. B. J., Doorman, L. M., & Drijvers, P. (2007). Applet en context als krachtige combinatie. Nieuwe Wiskrant, 27(2), 21-26.

Populariserende publicaties

Drijvers, P. H. M. (2007). Scholieren mijden wiskunde. Trouw.

2006

Wetenschappelijke publicaties

Kieran, C., & Drijvers, P. H. M. (2006). Learning about equivalence, equality, and equation in a CAS environment: the interaction of machine techniques, paper-and-pencil techniques, and theorizing. In L. J. Son, L.H. Hoyles, C. (Ed.), Proceedings of the seventeenth ICMI study conference ’Technology revisited’.

Kieran, C., & Drijvers, P. H. M. (2006). The co-emergence of machine techniques, paper-and-pencil techniques, and theoretical reflection: A study of CAS use in secondary school algebra. International Journal of Computers for Mathematical Learning, 11(2), 205-263.

Drijvers, P. H. M., & Kieran, C. (2006). Reconciling factorizations made with CAS and with paper-and-pencil: the power of confronting two media. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (pp. 473-480). Charles University.

Vakpublicaties

Drijvers, P. H. M. (2006). Nawoord. In P. Drijvers (Ed.), Wat a is, dat kun je niet weten. Een pleidooi voor betekenisvolle algebra op school (pp. 193-200). Freudenthal Instituut, Universiteit Utrecht.

Drijvers, P. H. M. (2006). Algebraïsche basisvaardigheden en symbol sense in de tweede fase van havo en vwo. Nieuwe Wiskrant, 25(3), 4-10.

Drijvers, P. H. M. (2006). Context, abstractie en vaardigheid in schoolalgebra. Nieuw archief voor wiskunde. Serie 5, 7(3), 198-203.
https://dspace.library.uu.nl/bitstream/handle/1874/314217/198.pdf?sequence=1

Drijvers, P. H. M. (2006). Algebra in de tweede fase van havo en vwo. In P. Drijvers (Ed.), Wat a is, dat kun je niet weten. Een pleidooi voor betekenisvolle algebra op school (pp. 69-84). Freudenthal Instituut, Universiteit Utrecht.

Drijvers, P. H. M., Dekker, T., & Wijers, M. (2006). Algebra in het vmbo. In P. Drijvers (Ed.), Wat a is, dat kun je niet weten. Een pleidooi voor betekenisvolle algebra op school (pp. 41-54). Freudenthal Instituut, Universiteit Utrecht.

Drijvers, P. H. M. (2006). Wat a is, dat kun je niet weten. Een pleidooi voor betekenisvolle algebra op school. Freudenthal Instituut, Universiteit Utrecht.

Drijvers, P. H. M. (2006). Wiskunde D, uitdagend en relevant. Euclides, 81(7), 327-330.

Drijvers, P. H. M., Goddijn, A. J., & Kindt, M. (2006). Oriëntatie op schoolalgebra. In P. Drijvers (Ed.), Wat a is, dat kun je niet weten. Een pleidooi voor betekenisvolle algebra op school (pp. 7-24). Freudenthal Instituut, Universiteit Utrecht.

Drijvers, P. H. M. (2006). Algebra in de onderbouw van havo en vwo. In P. Drijvers (Ed.), Wat a is, dat kun je niet weten. Een pleidooi voor betekenisvolle algebra op school (pp. 55-68). Freudenthal Instituut, Universiteit Utrecht.

Drijvers, P. H. M. (2006). Die variable Unbekannte. Facetten des Variabelenbegriffs mit Computeralgebra erkunden. Mathematik lehren, 136, 10-12.

Drijvers, P. H. M., Barzel, M., Maschietto, M., & Trouche, L. (2006). Tools and technologies in mathematical didacties. In M. Bosch (Ed.), Proceedings CERME4 (pp. 927-938). CERME4.

Drijvers, P. H. M., & Reeuwijk, M. V. (2006). Algebra en ICT. In P. Drijvers (Ed.), Wat a is, dat kun je niet weten. Een pleidooi voor betekenisvolle algebra op school (pp. 137-160). Freudenthal Instituut, Universiteit Utrecht.

2005

Wetenschappelijke publicaties

Drijvers, P. H. M. (2005). Learning algebra in a computer algebra environment. International Journal for Technology in Mathematics Education, 11(3), 77-89.

Boon, P. B. J., & Drijvers, P. H. M. (2005). Algebra en applets, leren en onderwijzen. Freudenthal instituut/ ISOR.

Vakpublicaties

Drijvers, P. H. M., Garst, S., Kop, P., & Krüger, J. H. J. (2005). Rechtlijnige krommen. Euclides, 81(3), 120-125.

Boon, P. B. J., & Drijvers, P. H. M. (2005). Chaining operations to get insight in expressions and formulas. In M. Bosch (Ed.), Proceedings CERME4 (pp. 969-978). CERME4.

2004

Wetenschappelijke publicaties

Drijvers, P. H. M. (2004). Classroom-based research in mathematics. Overview of doctoral research published by the Freudenthal Institute 2001 - 2004. Freudenthal Institute.

Drijvers, P. H. M., & Gravemeijer, K. P. E. (2004). Artefact en instrument: Computeralgebra en algebraïsche schema's. Tijdschrift voor Didactiek der Betawetenschappen, 21(1), 47-68.

Drijvers, P. H. M. (2004). The integration of technology in secondary mathematics education: A future trend or an utopia? In D. de Bock, M. Isoda, J. A. Garcia Cruz, A. Gagatsis, & E. Simmt (Eds.), Proceedings of ICME-10 - Topic Study Group 2. New developments and trends in secondary mathematics education: A future trend or an utopia? (pp. 11-18). ICME-10.

Drijvers, P. H. M. (2004). Learning algebra in a computer algebra environment. In P. H. M. Drijvers (Ed.), Classroom-based research in mathematics. Overview of doctoral research published by the Freudenthal Institute 2001-2004 (pp. 83-104). Freudenthal Institute.

Drijvers, P. H. M., & Gravemeijer, K. P. E. (2004). Computer algebra as an instrument: Examples of algebraic schemes. In D. Guin, K. Ruthven, & L. Trouche (Eds.), The didactical challenge of symbolic calculators: turning a computational device into a mathematical instrument (pp. 163-196). Kluwer Academic Publishers.

Vakpublicaties

Drijvers, P. H. M., & Wijers, M. M. (2004). Een vak van betekenis. Didactief, 34(7), 8-9.

Doorman, L. M., Drijvers, P. H. M., Goris, T., & Moonen-Harmsen, M. (2004). Tien jaar NWD, een lichtbundel. Freudenthal instituut.

Drijvers, P. H. M., & van den Giessen, C. (2004). Intégration des TICE dans l'enseignement des mathématiques: La situation hollandaise. Ac-tice, 38, 28-35.

Drijvers, P. H. M., & Klein, H. (2004). Een bijzondere(?) derdegraadskromme. Nieuwe Wiskrant, 24(1), 45-48.

2003

Wetenschappelijke publicaties

Drijvers, P. H. M., & Gravemeijer, K. P. E. (2003). Instrumentation of IT tools: the case of computer algebra. In L. Mason, S. Andreuzza, B. Arfe, & L. Del Favero (Eds.), 10th European Conference for research on learning and instruction (pp. 385). Cooperativa Libraria Editrice Universita.

Drijvers, P. H. M. (2003). Learning algebra in a computer algebra environment: design research on the understanding of the concept of parameter. [Doctoral thesis 1 (Research UU / Graduation UU), Utrecht University]. CD-Beta Press. https://dspace.library.uu.nl/bitstream/handle/1874/886/full.pdf

Drijvers, P. H. M. (2003). Algebra on Screen, on Paper and in the Mind. In J.T. Fey, A. Cuoco, C. Kieran, L. McMullin, & R.M. Zbiek (Eds.), Computer algebra systems in secondary school mathematics education (pp. 241-268). NCTM.

Drijvers, P. H. M. (2003). The Dutch perspective. In J. Grabmeier, E. Kaltofen, & V. Weispfenning (Eds.), Computer Algebra Handbook (pp. 247-249). Springer.

Vakpublicaties

Drijvers, P. H. M. (2003). Algebraische vaardigheden, symbol sense en ICT. Nieuwe Wiskrant, 23(1), 38-42.

Drijvers, P. H. M. (2003). Aprender matematicas en un entorno de algebra computacional: los obstaculos constituyen oportunidades. Numeros, 55, 23-44.

Drijvers, P. H. M., & Reeuwijk, M. V. (2003). Algebra courseware with Mathematics in Context. A showme publication. UU WINFI Freudenthal Instituut.

Drijvers, P. H. M. (2003). Technologie in het wiskundeonderwijs: vormend en gevormd door wiskundig denken. Nieuwe Wiskrant, 23(2), 28-32.

Overige resultaten

Drijvers, P. H. M. (2003). Instrumentation of IT tools: the case of computer algebra. Paper presented at 10th European conference for research on learning and instruction, Padova, Italy.

2002

Wetenschappelijke publicaties

Drijvers, P. H. M. (2002). L'algebre sur l'ecran, sur papier et dans l'esprit. In D. Guin, & L. Trouche (Eds.), Calculatrices symboliques, transformer un outil en un instrument du travail mathematique: un probleme didactique La pensee sauvage editions.

Drijvers, P. H. M. (2002). The concept of parameter in a computer algebra environment. In H. Chick, K. Stacey, & J. Vincent (Eds.), Proceedings of the 12th International Commission on Mathematical Instruction (ICMI) Study Conference 'The Future of the Teaching and Learning of Algebra'. Melbourne (Australia), December 10-14, 2001 (pp. 221-227). University of Melbourne.

Drijvers, P. H. M. (2002). Learning mathematics in a computer algebra environment: obstacles are opportunities. Zentralblatt für Didaktik der Mathematik, 34(5), 221-228.

Vakpublicaties

Barzel, B., Bohm, J., Drijvers, P. H. M., Janssens, D., Sjostrand, D., & Watkins, A. (2002). Mathematikunterricht anders - offenes lernen mit neuen medien. Ernst Klett Verlag.

Drijvers, P. H. M., Boon, P. B. J., & Hoekstra, W. (2002). De leraar had het wel heel erg druk, ervaringen uit het Adlo-project. Euclides, 78(3), 98-104.

Drijvers, P. H. M. (2002). Wiskunde leren in een computeralgebra omgeving: obstakels en kansen. Nieuwe Wiskrant, 22(1), 36-41.

2001

Wetenschappelijke publicaties

Drijvers, P. H. M. (2001). Reaction to 'A meta study on IC technologies in education. Towards a multidimensional framework to tackle their integration'. In M. H. A. M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (PME). Utrecht, July 12-17, 2001 (pp. 123-125). Freudenthal Institute.

Drijvers, P. H. M. (2001). Concevoir différents statuts des lettres dans la résolution d'un système avec le calcul formel: le rôle de l'instrumentation. In J. Lagrange, & D. Lenne (Eds.), Calcul formel et apprentissage des mathématiques (pp. 61-72). INRP.

Drijvers, P. H. M., & van Herwaarden, O. (2001). Instrumentation of ICT-tools: the case of algebra in a computer algebra environment. In W. Herget, & R. Sommer (Eds.), Lernen im Mathematikunterricht mit Neuen Medien (pp. 9-20). Franzbecker.

Drijvers, P. H. M. (2001). The concept of parameter in a computer algebra environment. In M. H. A. M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (PME). Utrecht, July 12-17, 2001 (pp. 385-392). Freudenthal Institute.

Vakpublicaties

Drijvers, P. H. M. (2001). Computeralgebra in een digitale leeromgeving wiskunde. Euclides, 76(6), 240-244.

Drijvers, P. H. M., & Doorman, L. M. (2001). De TI-83 en TI-83+, kennismaken en toepassen. Wolters Noordhofff.

2000

Wetenschappelijke publicaties

Drijvers, P. H. M., & van Herwaarden, O. (2000). Instrumentation of ICT-tools: the case of algebra in a computer algebra environment. International journal of computer algebra in mathematics education, 7(4), 255-275.

Drijvers, P. H. M. (2000). Students encountering obstacles using a CAS. International Journal of Computers for Mathematical Learning, 5(3), 189-209.

Vakpublicaties

Bakker, A., Drijvers, P. H. M., & de Haan, D. L. (2000). Nationale Wiskunde Dagen 2000. Nieuwe Wiskrant, 19(3), 22-24.

Drijvers, P. H. M., & van Herwaarden, O. (2000). Instrumentatie van ICT-gereedschap: algebra met computeralgebra. Nieuwe Wiskrant, 20(1), 38-43.

Drijvers, P. H. M. (2000). Studenten met een grafische rekenmachine: wat kunnen we van ze verwachten? Nieuw archief voor wiskunde. Serie 5, 1(4), 399-405.
https://dspace.library.uu.nl/bitstream/handle/1874/314087/399.pdf?sequence=1

1999

Vakpublicaties

Drijvers, P. H. M. (1999). Assessment and new technologies: different policies in different countries. In U. Amelung (Ed.), Der TI-92 im Mathematikunterricht (pp. 153-164). West-faelische Wilhelms-Universitaet.

Drijvers, P. H. M. (1999). Op hoeveel nullen eindigt 1998!? Euclides, 74(8), 275-277.

Drijvers, P. H. M. (1999). Evaluation et nouvelles technologies: differentes strategies dans differents pays. In D. Guin (Ed.), Calculatrices symboliques et geometriques dans l'enseignement des mathematiques (pp. 127-138). IREM.

Drijvers, P. H. M., Barzel, B., Boehm, J., Janssens, D., Sjoestrand, D., & Watkins, A. (1999). New technologies, new means of teaching. Pedagogical Institute of Lower Austria.

Drijvers, P. H. M. (1999). De symbolische rekenmachine in de wiskundeles. Nieuwe Wiskrant, 18(3), 34-38.

Drijvers, P. H. M. (1999). Experiment met de symbolische rekenmachine op College De Klop. Euclides, 74(6), 191-196.

Drijvers, P. H. M., & Verhage, H. B. (1999). Discrete Dynamische Modellen op het eindexamen. Nieuwe Wiskrant, 19(1), 15-17.

1998

Vakpublicaties

Doorman, L. M., & Drijvers, P. H. M. (1998). Continue dynamische modellen. Nieuwe Wiskrant, 17(3), 22-25.

Drijvers, P. H. M. (1998). De symbolische rekenmachine over de grens. Nieuwe Wiskrant, 18(1), 47-53.

1996

Wetenschappelijke publicaties

Drijvers, P., & Doorman, M. (1996). The graphics calculator in mathematics education. Journal of Mathematical Behavior, 15(4), 425-440. https://doi.org/10.1016/S0732-3123(96)90027-9

1994

Vakpublicaties

Drijvers, P. (1994). Een pagina omslaan ... Euclides, 69(8), 226-230.

Doorman, L. M., & Drijvers, P. H. M. (1994). De grafische rekenmachine in het wiskundeonderwijs. Freudenthal instituut.

Drijvers, P. (1994). Vegetations in the Biesbosch. The International Derive Journal, 1(2), 89-100.

Drijvers, P. (1994). Graphics calculators and computer algebra systems: differences and similarities. In Derive in education: opportunities and strategies (pp. 189-210). Chartwell-Bratt.

1993

Vakpublicaties

Doorman, L. M., & Drijvers, P. H. M. (1993). Optimaliseren met een grafische rekenmachine. Docentenhandleiding. Freudenthal instituut.

1992

Vakpublicaties

Drijvers, P., & Vonk, G. J. (1992). Prakticum TI-81. Freudenthal instituut.

Drijvers, P. (1992). De kettingregel met Derive: een lesverslag. Euclides, 67(8), 242-247.

Drijvers, P., & Kindt, M. (1992). Optimaliseren met behulp van de grafische rekenmachine. Freudenthal instituut.

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