Publicaties
2024
Wetenschappelijke publicaties
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.
https://doi.org/10.1007/s40751-024-00141-0 Wei, H., Bos, R., & Drijvers, P. (2024).
Developing Functional Thinking: from Concrete to Abstract Through an Embodied Design.
Digital Experiences in Mathematics Education.
https://doi.org/10.1007/s40751-024-00142-z van Dijke-Droogers, M., Drijvers, P., & Bakker, A. (2024).
Effects of a Learning Trajectory for statistical inference on 9th-grade students’ statistical literacy.
Mathematics Education Research Journal. Advance online publication.
https://doi.org/10.1007/s13394-024-00487-z 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=1Drijvers, 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/ Wijnker, W., Bakker, A., & Drijvers, P. (2023).
Explaining Pupils’ Interest in Videos for Education: A Multiple Case Study.
Technology, Knowledge and Learning. Advance online publication.
https://doi.org/10.1007/s10758-023-09703-4 Drijvers, P., & Sinclair, N. (2023).
The role of digital technologies in mathematics education: purposes and perspectives.
ZDM - Mathematics Education. Advance online publication.
https://doi.org/10.1007/s11858-023-01535-x Haspekian, M., Kieran, C.
, Drijvers, P., Bråting, K., & Tabach, M. (2023).
Algebra Education and Digital Resources: A Long-Distance Relationship? In B. Pepin, G. Gueudet, & J. Choppin (Eds.),
Handbook of Digital Resources in Mathematics Education (pp. 1–33). (Springer International Handbooks of Education). Springer.
https://doi.org/10.1007/978-3-030-95060-6_16-1https://dspace.library.uu.nl/bitstream/handle/1874/436349/978-3-030-95060-6_16-1.pdf?sequence=1Drijvers, P., Moons, F., Klinger, M., Thurm, D., Vandervieren, E., & Barzel, B. (2023).
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.),
Handbook of Digital Resources in Mathematics Education (Springer International Handbooks of Education). Springer.
https://doi.org/10.1007/978-3-030-95060-6_33-1https://dspace.library.uu.nl/bitstream/handle/1874/436346/978-3-030-95060-6_33-1.pdf?sequence=1 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 Boels, L., Moreno-Esteva, E. G.
, Bakker, A., & Drijvers, P. (2023).
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. Advance online publication.
https://doi.org/10.1007/s40593-023-00368-9 Olsher, S., Chazan, D.
, Drijvers, P., Sangwin, C., & Yerushalmy, M. (2023).
Digital assessment and the “machine”. In B. Pepin, G. Gueudet, & J. Choppin (Eds.),
Handbook of Digital Resources in Mathematics Education (pp. 1–27). (Springer International Handbooks of Educatio). Springer.
https://doi.org/10.1007/978-3-030-95060-6_44-1https://dspace.library.uu.nl/bitstream/handle/1874/436322/978-3-030-95060-6_44-1.pdf?sequence=1Boonstra, 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 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 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/s40751-023-00126-5https://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/s11858-022-01409-8van 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/10.1177/02646196211044972https://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-03744240v1https://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 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 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 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 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 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 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 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 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 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 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_v28.2.01Wijnker, 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 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 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 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 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/10.1080/14794802.2020.1852104Tacoma, 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 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/10.1080/10986065.2020.1765078Vakpublicaties
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 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/s10649-020-09970-3Dummer, 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/10.1145/3421590.3421610Tacoma, 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 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 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 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 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 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.2020.106276https://dspace.library.uu.nl/bitstream/handle/1874/407613/1_s2.0_S0747563220300327_main.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_52https://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=proceedingshttps://dspace.library.uu.nl/bitstream/handle/1874/391552/CERME11_Proceedings_2019_3088.pdf?sequence=3 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/ 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=proceedingshttps://dspace.library.uu.nl/bitstream/handle/1874/392154/Numeracy_and_mathematics.pdf?sequence=1Kop, 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=2Boels, 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 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_12https://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
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 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_52https://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 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 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 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 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 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=8Ehttps://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). Digital assessment of mathematics: opportunities, issues and criteria. Mesure et Évaluation en Éducation, 41(1), 41-66.
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 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 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 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_26https://dspace.library.uu.nl/bitstream/handle/1874/364502/Technology.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 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.
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.2017.01.002van 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 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).
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.
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 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/s40751-016-0022-8Droogers, 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 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 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 Vakpublicaties
Drijvers, P. H. M., & Tacoma, S. (2016). Het FIzier gericht op Onderwijs meets Onderzoek. Euclides, 92(2), 37-39.
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.
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.
2015
Wetenschappelijke publicaties
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-zKop, 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 Drijvers, P. H. M. (2015). Maak de wiskundeles denkactief. Didactief, 45(10), 38-39.
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.
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=1Trouche, 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 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.
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_24Besamusca, 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.
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/s11858-013-0516-4Drijvers, 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 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
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.
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/s10763-012-9329-0https://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.
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., & 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.
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., & 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/s11858-010-0269-2Drijvers, 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.
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.
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.
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.
http://www.springerlink.com.proxy.library.uu.nl/content/h05706778621581u/ 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). 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). 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-Noordhoff.
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.
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
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.