Onderzoekspublicaties

Alstein, P., Kersting, M., Rijken, S., & Verburgt, L. (2022). From conceptual change to scientific imagination: An interdisciplinary workshop at the crossroads of HPS and science education research. History and Philosophy of Science & Science Teaching (HPSST) newsletter, 2022(February), 7-18. http://www.hpsst.com/uploads/6/2/9/3/62931075/2022feb.pdf

Alstein, P., Krijtenburg - Lewerissa, K., & van Joolingen, W. (2022). Designing an open-ended simulation tool for special relativity education at the secondary level. 1-2. Abstract from GIREP Conference 2022, Ljubljana, Slovenia. https://indico.cern.ch/event/1092708/contributions/4866192/attachments/2438881/4177478/GIREP22%20abstract%20Alstein.pdf

Baneke, D. (Author). (2022). Telescope Celebrity Culture. Web publication/site, Shells and Pebbles. https://www.shellsandpebbles.com/2022/08/24/telescope-celebrity-culture/

Boels, L. (2022). Leren over veelhoeken voor vmbo-bkg en mavo met DragonBox – Elements. Euclides, 97(4).

Boeve-de Pauw, J., Olsson, D., Berglund, T., & Gericke, N. (2022). Teachers’ ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development. Environmental Education Research, 28(6), 867-885. https://doi.org/10.1080/13504622.2022.2042206

Boeve-de Pauw, J., De Loof, H., Walan, S., Gericke, N., & van Petegem, P. (2022). Teachers’ self-efficacy and role when teaching STEM in high-tech informal learning environments. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2022.2089873

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

Bos, R., & van den Bogaart, T. (2022). Heuristic Trees as a Digital Tool to Foster Compression and Decompression in Problem-Solving. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-022-00101-6

Bos, R. (2022). Van taxicab-getallen en algebraïsche raaklijnen. Euclides, 97(5), 34-36.

Bos, R., & Renkema, W. (2022). Metaphor-based algebra animation. In U. T. Jankvist, R. Elicer, A. Clark-Wilson, H-G. Weigand, & M. Thomsen (Eds.), Proceedings of the 15th International Conference on Technology in Mathematics Teaching: Making and Strengthening "Connections and Connectivity" for Teaching Mathematics with Technology (pp. 29-36). (Proceedings). Aarhus University.

Bos, R. (Ed.), Doorman, M., Besamusca, A., & Winsløw, C. (2022). TIME2: A compendium for designing inquiry-based mathematics education. https://time-project.eu/sites/default/files/2022-07/TIMEsquared_compendium.pdf

Bos, R., Kouropatov, A., & Swidan, O. (2022). Editorial to the special issue on tools to support meaning-making in calculus and pre-calculus education. Teaching Mathematics and its Applications, 41(2), 87-91. https://doi.org/10.1093/teamat/hrac008

Bos, R. (Ed.), Bašic, M., Culav Markicevic, M., Doorman, M., Jessen, B., Milin Šipuš, Ž., Suban, M., & Špalj, E. (2022). TIME2: A guide for a course on designing for inquiry-based mathematics education. https://time-project.eu/sites/default/files/2022-07/TIMEsquared_course.pdf

Bos, R. (2022). Action-property duality in embodied design. Paper presented at Twelfth Congress of the European Society for Research in Mathematics Education, Bozen-Bolsano, Italy. https://hal.archives-ouvertes.fr/hal-03748173

de Waal, E., & Verburgt, L. (2022). Introduction: Rethinking History of Science in the Anthropocene. Isis, 113(2), 366-376. https://doi.org/10.1086/719629

de Waal, E. (2022). Fitzroy’s forecasts: the making of a controversy.

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

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

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

Gil, E., Mor, Y., Dimitriadis, Y., & Köppe, C. (2022). Introduction. In E. Gil, Y. Mor, Y. Dimitriadis, & C. Köppe (Eds.), Hybrid Learning Spaces (1 ed., pp. 1–8). (Understanding Teaching-Learning Practice). Springer. https://doi.org/10.1007/978-3-030-88520-5_1

Heyman, S., Jansen, T., Sass, W., Keune, H., Michels, N., Boeve-de Pauw, J., & van Petegem, P. (2022). Natuurbetrokkenheid bij jongeren in het secundair onderwijs : wetenschappelijk rapport. Universiteit Antwerpen. https://hdl.handle.net/10067/1880900151162165141

Isac, M. M., Sass, W., Pauw, J. B., Maeyer, S. D., Schelfhout, W., Petegem, P. V., & Claes, E. (2022). Differences in Teachers' Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning. Sustainability, 14(2), 1-17. [767]. https://doi.org/10.3390/su14020767

Jansen, S. (2022). Fostering students’ meta-modelling knowledge regarding biological concept-process models. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/1217

Jessen, B., Bos, R., Doorman, M., & Winsløw, C. (2022). Lesson study in mathematics with TDS and RME as theoretical support: two cases from the European TIME project. International Journal for Lesson and Learning Studies. https://doi.org/10.1108/IJLLS-01-2022-0009

Krijtenburg - Lewerissa, K., van Joolingen, W., Pol, H., & Brinkman, A. (2022). Prior knowledge of potential energy and the understanding of quantum mechanics. Physics Education, 57(2), 1-11. [025012]. https://doi.org/10.1088/1361-6552/ac3d3a

Krijtenburg - Lewerissa, K., Andreotti, E., Antilla, D., Bondani, M., Chiofalo, M., de Cock, M., Faletic, S., Foti, C., Frans, R., Gabris, A., Goorney, S., Greinert, F., Jurcic, L., Koupilova, Z., Malgieri, M., Merzel, A., Müller, R., Onorato, P., Pol, H., ... Bitzenbauer, P. (2022). Community-based development of the Quantum Concept Inventory: in: Contributions from Pilot Projects in Quantum Technology Education as Support Action to Quantum Flagship. Abstract from GIREP Conference 2022, Ljubljana, Slovenia.

Lubbe, L. V. D., Groot, N., & Gerritsen, C. (2022). Using Topic Modelling to Personalise a Digital Self-compassion Training. In H. Lewy, & R. Barkan (Eds.), Pervasive Computing Technologies for Healthcare: 15th EAI International Conference, Pervasive Health 2021, Virtual Event, December 6-8, 2021, Proceedings (1 ed., pp. 522-532). (Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST; Vol. 431). Springer, Cham. https://doi.org/10.1007/978-3-030-99194-4_32

Lubbe, L. V. D., Klein, M. C. A., Visser, M., Wijnhoven, H. A. H., & Reinders, I. (2022). Insights on the effect and experience of a diet-tracking application for older adults in a diet trial. Technologies, 10, 1-26. [31]. https://doi.org/10.3390/technologies10010031

Maass, K., Artigue, M., Burkhardt, H., Doorman, M., English, L. D., Geiger, V., Krainer, K., Potari, D., & Schoenfeld, A. (2022). Mathematical modelling – a key to citizenship education. In N. Buchholtz, B. Schwarz, & K. Vorhölter (Eds.), Initiationen mathematikdidaktischer Forschung: Festschrift zum 70. Geburtstag von Gabriele Kaiser (1 ed., pp. 31-50). Springer Spektrum Wiesbaden. https://doi.org/10.1007/978-3-658-36766-4_2

Merzel, A., Andreotti, E., Antilla, D., Bitzenbauer, P., Bondani, M., Chiofalo, M., De Cock, M., Faletic, S., Foti, C., Frans, R., Gabris, A., Goorney, S., Greinert, F., Jurcic, L., Koupilova, Z., Krijtenburg - Lewerissa, K., Malgieri, M., Müller, R., Onorato, P., ... Pol, H. (2022). Similarities and differences between professions and countries of key-concepts in teaching quantum physics and their illustrations. Poster session presented at GIREP Conference 2022, Ljubljana, Slovenia. https://indico.cern.ch/event/1092708/contributions/4866459/

Meulenbroeks, R. FG., & van Joolingen, W. (2022). Students’ self-reported well-being under corona measures, lessons for the future. Heliyon, 8(1), 1-11. [e08733]. https://doi.org/10.1016/j.heliyon.2022.e08733

Mor, Y., Gil, E., Dimitriadis, Y., & Köppe, C. (2022). Forward Looking: Predictions for the Future of Hybrid Learning Spaces. In E. Gil, Y. Mor, Y. Dimitriadis, & C. Köppe (Eds.), Hybrid Learning Spaces (1 ed., pp. 311–333). (Understanding Teaching-Learning Practice). Springer. https://doi.org/10.1007/978-3-030-88520-5_17

Olsson, D., Gericke, N., & Boeve-de Pauw, J. (2022). The effectiveness of education for sustainable development revisited–a longitudinal study on secondary students’ action competence for sustainability. Environmental Education Research, 28(3), 405-429. https://doi.org/10.1080/13504622.2022.2033170

Oonk, W. (2022). Veertig jaar NVORWO. Een blik op het verleden, heden en de toekomst: Column . Volgens Bartjens, 41(3), 5. https://www.volgens-bartjens.nl/art/50-6763_Veertig-jaar-NVORWO

Pieters, M. L. M. (2022). Between written and enacted: Curriculum development as propagation of memes: An ecological-evolutionary perspective on fifty years of curriculum development for upper secondary physics education in the Netherlands. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/1243

Sass, W., Claes, E., Boeve-de Pauw, J., De Maeyer, S., Schelfhout, W., Van Petegem, P., & Isac, M. M. (2022). Measuring professional action competence in education for sustainable development (PACesd). Environmental Education Research, 28(2), 260-275. https://doi.org/10.1080/13504622.2021.1976731

Sass, W., De Maeyer, S., Boeve-de Pauw, J., & van Petegem, P. (2022). Honing action competence in sustainable development: what happens in classrooms matters. Environment, Development and Sustainability. https://doi.org/10.1007/s10668-022-02195-9

Šipuš, Ž. M., Bašic, M., Doorman, M., Špalj, E., & Antoliš, S. (2022). MERIA – Razmejitvene crte: izkušnje z dvema inovativnima ucnima gradivoma. Center for Educational Policy Studies Journal, 12(1), 103-124. https://doi.org/10.26529/cepsj.987

Snelders, S., Menke, H., & Pieters, T. (2022). Distancing and Colonial Design: Segregated Asylums to Control Leprosy in Suriname. In A. Bliss, & D. Kopec (Eds.), Architectural Factors for Infection and Disease Control (1 ed., pp. 43-56). Routledge. https://doi.org/10.4324/9781003214502-4

Snelders, S. (2022). A very private affair: Opium in Amsterdam, c. 1600 – 1940. Paper presented at Alcohol and Drugs History Society, Bi-annual conference, Mexico City, Mexico.

Snelders, S., De Koning, R., & Stronks, E. (Accepted/In press). Niet zo beschavend als we dachten: Koffiehuizen, sociabilisering en literaire socialisatie in Amsterdam, c. 1685 – c. 1785. Tijdschrift Voor Nederlandse Taal-en Letterkunde.

Snelders, S. (Accepted/In press). Drugssmokkelland: Hoe Nederland een paradijs voor drugshandel werd. Walburg Pers.

Snelders, S. (Accepted/In press). Kapers, zeerovers, piraten. In W. Frijhoff, C. Secretan , & A. Nijenhuis-Bescher (Eds.), De Gouden Eeuw in 500 portretten, taferelen & analyses Van Wijnen.

Stuber, S., & Veldhuis, M. (2022). Sneeuwpoppen als wiskundig object. Volgens Bartjens, 41(3), 15-17. https://www.volgens-bartjens.nl/art/50-6765_Sneeuwpoppen-als-wiskundig-object

Theunissen, B., Cornips, L., van Eerdenburg, F., van Koppen, M., & van Erp, L. (2022). Onze melkkoe, letterlijk en figuurlijk. In P. Martens, M. Reesink, & K. Soeters (Eds.), Dierzaamheid: Duurzaam samenleven met dieren (pp. 60-84). Noordboek.

van der Molen, B. J. (2022). Talking XTC: Drug discourse in post-war Dutch newspaper and radio debates. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/1046

van Harskamp, M., Knippels, M-C., & van Joolingen, W. (2022). Sustainability Issues in Lower Secondary Science Education: A Socioscientific, Inquiry-Based Approach. In Y-S. Hsu, R. Tytler, & P. J. White (Eds.), Innovative Approaches to Socioscientific Issues and Sustainability Education : Linking Research to Practice (1 ed., pp. 181–198). (Learning Sciences for Higher Education). Springer Singapore. https://doi.org/10.1007/978-981-19-1840-7_11

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

Veldkamp, A. (2022). No Escape! The rise of escape rooms in secondary science education. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/1125

Veldkamp, A., Rebecca Niese, J., Heuvelmans, M., Knippels, M. C. P. J., & van Joolingen, W. R. (2022). You escaped! How did you learn during gameplay? British Journal of Educational Technology, 53(5), 1-29. https://doi.org/10.1111/bjet.13194

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

Abdu, R., van Helden, G., Alberto, R., & Bakker, A. (2021). Multimodal dialogue in small-group mathematics learning. Learning, Culture and Social Interaction, 29, [100491]. https://doi.org/10.1016/j.lcsi.2021.100491

Abrahamson, D., Dutton, E., & Bakker, A. (2021). Toward an enactivist mathematics pedagogy. In The Body, Embodiment, and Education: An Interdisciplinary Approach (pp. 156-187). Taylor and Francis - Balkema. https://doi.org/10.4324/9781003142010-9

Akkerman, S. F., Bakker, A., & Penuel, W. R. (2021). Relevance of Educational Research: An Ontological Conceptualization. Educational Researcher, 50(6), 416-424. https://doi.org/10.3102/0013189X211028239

Alberto, R., Shvarts, A., Drijvers, P., & Bakker, A. (Accepted/In press). Action-based embodied design for mathematics learning: A decade of variations on a theme. International Journal of Child-Computer Interaction, [100419]. https://doi.org/10.1016/j.ijcci.2021.100419

Alstein, P., & Kamphorst, F. (2021). Visualization of thought experiments in special relativity education at the secondary level. 1-3. Abstract from ESERA 2021, Braga, Portugal.

Alstein, P., Krijtenburg - Lewerissa, K., & van Joolingen, W. (2021). The role of thought experiments in learning special relativity in secondary education. 1-1. Abstract from Electronic Conference on Universe 2021.

Alstein, P., Krijtenburg - Lewerissa, K., & van Joolingen, W. (2021). Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review. Physical Review Physics Education Research, 17(2), [023101]. https://doi.org/10.1103/PhysRevPhysEducRes.17.023101

Ariza, M. R., Christodoulou, A., van Harskamp, M., Knippels, M-C., Kyza, E., Levinson, R., & Agesilaou, A. (2021). Socio-Scientific Inquiry-Based Learning as a Means toward Environmental Citizenship. Sustainability, 13(20), 1-22. [11509]. https://doi.org/10.3390/su132011509

Bakker, A., Cai, J., & Zenger, L. (2021). Future themes of mathematics education research: an international survey before and during the pandemic. Educational Studies in Mathematics, 107(1), 1-24. https://doi.org/10.1007/s10649-021-10049-w

Bakker, A., & Wagner, D. (2021). Editorial. Educational Studies in Mathematics, 106(1), 1-3. https://doi.org/10.1007/s10649-020-10015-y

Baneke, D. (2021). Philips and the Difficulty of Space Project Management (1973). Entreprises et Histoire, 102(1), 200-206. https://doi.org/10.3917/eh.102.0200

Baneke, D. (2021). Waarschuwingen in de wind. Wonderkamer, (3), 12-17.

Boels, L., Garcia Moreno-Esteva, E., Bakker, A., & Drijvers, P. (2021). Automatic gaze-based identification of students’ strategies in histogram tasks: Machine learning algorithm and interpretable model. Manuscript submitted for publication.

Boels, L., Bakker, A., Van Dooren, W., & Drijvers, P. (2021). Secondary school students strategies when interpreting histograms and case-value plots: an eye-tracking study. Manuscript submitted for publication.

Bos, R., Boss-Reus, C., Holten, F., & Praagman, F. (2021). De sinus een zaagtand? Verslag van een lesson study. Euclides, 97(3), 4.

Bos, R., & Lemmink, R. (2021). Supporting students to compress mathematical knowledge while problem solving. 1-4. Paper presented at International Conference on Mathematics Education, Shanghai, China.

de Haan, D., Wijers, M., Belmer, M., & Jonker, V. (2021). Lente diner. Opdracht voor de onderbouw wiskunde dag. Freudenthal Instituut, Universiteit Utrecht. http://www.fi.uu.nl/toepassingen/28961

Dolfing, R., Prins, G. T., Bulte, A. M. W., Pilot, A., & Vermunt, J. (2021). Strategies to support teachers’ professional development regarding sense-making in context-based science curricula. Science Education, 105(1), 127-165. https://doi.org/10.1002/sce.21603

Doorman, M., Boss-Reus, C., Holten, F., Praagman, F., & Daemen, J. (2021). De formule voor sin(2x) ontvouwt zich op het USG. Euclides, 97(3), 12-14.

Dreneva, A., Shvarts, A., Chumachenko, D., & Krichevets, A. (2021). Extrafoveal Processing in Categorical Search for Geometric Shapes: General Tendencies and Individual Variations. Cognitive Science, 45(8), 1-33. [e13025]. https://doi.org/10.1111/cogs.13025

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

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

Droogers e/v van Dijke, M. J. S. (2021). Introducing Statistical Inference: Design and Evaluation of a Learning Trajectory. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/732

Gilissen, M. G. R., Knippels, M. C. P. J., & van Joolingen, W. R. (2021). Fostering students’ understanding of complex biological systems. CBE Life Sciences Education, 20(3), 1-15. [ar37]. https://doi.org/10.1187/cbe.20-05-0088

Goei, S. L., van Joolingen, W. R., Goettsch, F., Khaled, A., Coenen, T., In ’t Veld, S. G. J. G., de Vries, S., & Schipper, T. M. (2021). Online lesson study: virtual teaming in a new normal. International Journal for Lesson and Learning Studies, 10(2), 217-229. https://doi.org/10.1108/IJLLS-09-2020-0078

Groothuijsen, S. E. A., Bronkhorst, L. H., Prins, G. T., & Kuiper, W. (2021). Scope, nature and progress of impact in practice-oriented educational research: a conceptual and empirical substantiation. Research Papers in Education. https://doi.org/10.1080/02671522.2021.1974529

Groothuijsen-Vrancken, S. E. A. (2021). Quality and impact of practice-oriented educational research. [Doctoral thesis 2 (Research NOT UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/517

Huang, L., Doorman, L. M., & van Joolingen, W. R. (2021). Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands. International Journal of Science and Mathematics Education, 19(7), 1505–1521. https://doi.org/10.1007/s10763-020-10122-5

Jansen, S., Knippels, M. C. P. J., & van Joolingen, W. R. (2021). Lesson study as a research approach: a case study. International Journal for Lesson and Learning Studies, 10(3), 286-301. https://doi.org/10.1108/IJLLS-12-2020-0098

Johnson, H. L., Shvarts, A., & Smith, A. (2021). A joint embodied and simulation design for graphing: coordinating distances that change together. Paper presented at 14th International Congress on Mathematical Education, Shanghai, China.

Jonker, V. (2021). Op Rekenreis! Veel plezier tijdens de Grote Rekendag 2021! Volgens Bartjens, 40(4). https://www.volgens-bartjens.nl/art/50-6369_Op-Rekenreis

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

Kamphorst, F., Savelsbergh, E. R., Vollebregt, M. J., & van Joolingen, W. R. (2021). Event Diagrams: Supporting Student Reasoning in Special Relativity through Thought Experiments. In M. Kersting, & D. Blair (Eds.), Teaching Einsteinian Physics in Schools: An Essential Guide for Teachers in Training and Practice (1 ed., pp. 84-98). Routledge. https://doi.org/10.4324/9781003161721-8

Kamphorst, F. (Accepted/In press). Introducing the light postulate.

Kamphorst, F. (2021). Introducing Special Relativity in Secondary Education. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/1071

Kamphorst, F., Vollebregt, M., Savelsbergh, E., & van Joolingen, W. (2021). An Educational Reconstruction of Special Relativity Theory for Secondary Education. Science and Education. https://doi.org/10.1007/s11191-021-00283-2

Kamphorst, F., Savelsbergh, E., Vollebregt, M., & van Joolingen, W. (2021). Relativiteit in de klas I: Relativistisch redeneren in gedachte-experimententen. NVOX, 45(8), 32-33. https://www.nvon.nl/nvox/relativiteit-in-de-klas-1

Kamphorst, F., Savelsbergh, E., Vollebregt, M., & van Joolingen, W. (2021). Relativiteit in de klas II: Hoe introduceer je een noodzaak voor het lichtpostulaat? NVOX, 45(9), 22-23. https://www.nvon.nl/nvox/relativiteit-in-de-klas-2

Keijzer, R., Oonk, W., & van Zanten, M. (2021). Wiskunde op de lerarenopleiding primair onderwijs in voortdurende ontwikkeling. In G. Geerdink, & A. Swennen (Eds.), Vijftig jaar leraren opleiden (1 ed., pp. 293 - 304). Boom Uitgevers Amsterdam.

Keijzer, R., Bakker, K., Stuber, S., & Veldhuis, M. (2021). Rekenen-wiskunde in de lift. Marktplaats, 2021(27), 30-31.

Kindt, M. (2021). Andere tijden meetkunde. Euclides, 96(4), 14-17.

Kindt, M. (2021). Delen met helen. Euclides, 96(6), 27-31.

Kindt, M. (2021). Concurrente cevianen. Euclides, 97(2), 10-13.

Kindt, M. (2021). Knippen en passen. Euclides, 97(3), 16-20.

Knippels, M-C., Romero Ariza, M., Boeve-de Pauw, J., Gericke, N., Paraskeva-Hadjichambis, D., Telesiene, A., Christodoulou, A., & Hadjichambis, A. C. (2021). Good examples and best educational practices leading to pro-environmental attitudes, behaviour and values. European Network for Environmental Citizenship textendash ENEC Cost Action. https://enec-cost.eu/good-examples-and-best-educational-practices-leading-to-environmental-citizenship-del-8/

Koning, P. W., Van Den Hooff, P., & Pieters, T. (2021). Apothekers omarmden als eersten de computer in de gezondheidszorg. Pharmaceutisch Weekblad, 156(14), 22-23. https://www.pw.nl/achtergrond/2021/apothekers-omarmden-als-eersten-de-computer-in-de-gezondheidszorg

Kortland, K., & Budding, F. (2021). Natuurkunde op afstand – Verslag WND Conferentie 2020. Werkgroep Natuurkundedidactiek.

Krijtenburg - Lewerissa, K. (2021). Prior knowledge needed for quantum mechanics. Abstract from World Conference on Physics Education, Hanoi, Viet Nam.

Mesa, V., Bakker, A., Venkat, H., Wagner, D., Bikner-Ahsbahs, A., FitzSimons, G., Gutiérrez, Á., Meaney, T., Prediger, S., Radford, L., & Van Dooren, W. (2021). Writing reviews: perspectives from the editors of Educational Studies in Mathematics. Educational Studies in Mathematics, 108(3), 419-428. https://doi.org/10.1007/s10649-021-10114-4

Meulenbroeks, R., van Joolingen, W., & Bachtiar, R. (2021). Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations. Journal of Science Education and Technology, 30(6), 777-790. https://doi.org/10.1007/s10956-021-09918-z

Meulenbroeks, R., & Ummels, M. (2021). Ervaringen met dagboekreflecties binnen de universitaire lerarenopleiding. VELON : tijdschrift voor lerarenopleiders, 42(2).

Milicic, G., van Borkulo, S., Medova, J., Wetzel, S., & Ludwig, M. (2021). Design end development of a learning environment for computational thinking: The Erasmus+ project. In Proceedings of EDULEARN21 Conference (pp. 7376-7383) https://doi.org/10.21125/edulearn.2021.1495

Pieters, T., Baljet, J., Wittop Koning, P., & Rakhorst, W. (2021). Farmaceutische innovatie met de paplepel ingegoten: Opmerkelijke apothekersfamilies gekoesterd in Centrum voor Farmaceutisch Erfgoed. Pharmaceutisch Weekblad, 156(51/52), 24-27. https://www.pw.nl/achtergrond/2021/farmaceutische-innovatie-met-de-paplepel-ingegoten

Savelsbergh, E. (2021). Recensie - Vrijheid voor Onderwijs. Van twaalf tot achttien, 31(7), 46-47.

Sayac, N., & Veldhuis, M. (Accepted/In press). Mathematics Assessment Practices of Primary School Teachers in France. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10229-3

Shvarts, A., & van Helden, G. (Accepted/In press). Embodied learning at a distance: From sensory-motor experience to constructing and understanding a sine graph. Mathematical Thinking and Learning, 1-29. https://doi.org/10.1080/10986065.2021.1983691

Shvarts, A., & van Helden, G. (2021). Embodied design versus dynamic visualization: Benefits for a far transfer problem solving in trigonometry. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 717-720). International Society of the Learning Sciences. https://doi.org/10.22318/icls2021.717

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

Shvarts, A. (2021). Book Review: Transforming mathematics education: from embodied experiences to an ethical commitment. Luis Radford (2021) The theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10095-4

Shvarts, A., & Bakker, A. (2021). Vertical analysis as a strategy of theoretical work: from philosophical roots to instrumental and embodied branches. Paper presented at 14th International Congress on Mathematical Education, Shanghai, China.

Shvarts, A., & Stepanov, A. (2021). Multimodal joint attention to mathematical objects through a dual eye-tracking lens: looking, talking, and gesturing together. Abstract from EARLI 2021, Gothenburg, Sweden.

Siersma, P. T., Pol, H. J., van Joolingen, W. R., & Visscher, A. J. (2021). Pre-university students’ conceptions regarding radiation and radioactivity in a medical context. International Journal of Science Education, 43(2), 179-196. https://doi.org/10.1080/09500693.2020.1864504

Snelders, S. A. M., Huisman, F. G., & van Bergen, L. (2021). Leprosy and the Colonial Gaze: Comparing the Dutch West and East Indies, 1750-1950. Social History of Medicine, 34(2), 611–631. https://doi.org/10.1093/shm/hkz079

Snelders, S. A. M. (2021). Christopher Hallam, White Drug Cultures and Regulation in London, 1916–1960. Cham: Palgrave Macmillan, 2018. The social history of alcohol and drugs, 35(1), 171-174. https://doi.org/10.1086/708098

Snelders, S. A. M. (2021). Drug Smuggler Nation: Narcotics and the Netherlands, 1920-1995. Manchester University Press.

Snelders, S., & Verouden, N. (2021). Onderzoeksmethoden in het Antropoceen: Uitdagingen voor een groene criminologie. Tijdschrift over Cultuur & Criminaliteit, 11(1), 96-105. https://doi.org/10.5553/TCC/221195072021011001009

Snelders, S. (2021). Review of Cynthia Carson Bisbee et al, ed., Psychedelic Prophets: The Letters of Aldous Huxley and Humphry Osmond. The social history of alcohol and drugs, 35(1), 188-191.

Snelders, S. (2021). Normalisation and Ambivalence: Tobacco in the Seventeenth-Century Dutch Republic. Cultural and Social History. https://doi.org/10.1080/14780038.2021.1976701

Snelders, S. (Author). (2021). Smuggling Paradises: Port Cities and Drug Trafficking in Past, Present, and Future. Web publication/site, PortCityFutures. https://www.portcityfutures.nl/news/smuggling-paradises-port-cities-and-drug-trafficking-in-past-present-and-future

Teixeira Zorzanelli, R., & Pieters, T. (2021). Interview with Toine Pieters. History of Pharmacy and Pharmaceuticals , 63(1), 97-107. https://www.jstor.org/stable/48629365

Theunissen, B., & van den Hoven, M. (2021). Taking RCR seriously in teaching scientific integrity. Bioethica Forum, 14(1), 89-93.

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

Ummels, M., Gelauff, M., van Joolingen, W., & Knippels, M-C. (2021). Reviewstudie 'Mens en Natuur': Een literatuurstudie naar succesfactoren ten aanzien van natuur- en techniekonderwijs in het primair onderwijs.

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

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.

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. (2021, Nov 6). Computationeel denken in de wiskundeles: Hoe krijg je dat voor elkaar?. Unpublished Utrecht University.

Van den Heuvel-Panhuizen, M., Sangari, A., & Veldhuis, M. (2021). Teachers’ use of Descriptive Assessment in primary school mathematics education in Iran. Education Sciences, 11(3), 1-23. [100]. https://doi.org/10.3390/educsci11030100

Van den Heuvel-Panhuizen, M., & Kullberg, A. (2021). Mathematics education at preschool level. In M. van den Heuvel-Panhuizen, & A. Kullberg (Eds.), Collection of Contributions ICME-14 Topic Study Group 1 (pp. iii-vii). ICME-14.

Van den Heuvel-Panhuizen, M., & Elia, I. (2021). Unraveling the quantitative competence of kindergartners. In M. van den Heuvel-Panhuizen, & A. Kullberg (Eds.), Proceedings of the ICME-14 Topic Study Group 1 (pp. 7-10). ICME-14.

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van der Molen, B. (2021, Feb 18). Starting HoMed: From ecstasy discourse in Dutch media to medicine discourse in doctor-patient consultations. http://homed.ruhosting.nl/blogs/starting-homed

van der Valk, T., Mooldijk, A., & Oldenstam, J. (2021). Natuurkunde voor nu en straks Boek 1 voor MULO 1: Editie speciaal voor Suriname samengesteld.

van der Valk, T., Mooldijk, A., & Oldenstam, J. (2021). Natuurkunde voor nu en straks Boek 2 voor MULO 2: Editie speciaal voor Suriname samengesteld.

van der Valk, T., Mooldijk, A., & Oldenstam, J. (2021). Natuurkunde voor nu en straks Boek 3 voor MULO 3: Editie speciaal voor Suriname samengesteld.

van der Valk, T., Mooldijk, A., & Oldenstam, J. (2021). Natuurkunde voor nu en straks Boek 4 voor MULO 4: Editie speciaal voor Surname samengesteld.

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 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 Dijke-Droogers, M., Drijvers, P., & Bakker, A. (2021). Introducing Statistical Inference: Design of a Theoretically and Empirically Based Learning Trajectory. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10208-8

Van Haeften, N., Vollmuller, B., Wijkhuizen, C., Jonker, V., & Wijers, M. (2021). Op Rekenreis met de Grote Rekendag. Volgens Bartjens, 40(5), 12-14. https://www.volgens-bartjens.nl/art/50-6495_Op-Rekenreis-met-de-Grote-Rekendag

van Harskamp, M., Knippels, M-C., & van Joolingen, W. (2021). Secondary Science Teachers’ Views on Environmental Citizenship in the Netherlands. Sustainability, 13(14), 1-22. [7963]. https://doi.org/10.3390/su13147963

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.

van Leendert, A-M. J. M. (2021). Improving reading and comprehending mathematical expressions in braille. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/1037

van Leendert, A-M., Doorman, M., Drijvers, P., Pel, J., & Steen, J. V. D. (2021). Teachers’ Skills and Knowledge in Mathematics Education for Braille Readers. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-021-09525-2

van Leendert, A-M., Boonstra, L., Doorman, M., Drijvers, P., van der Steen , J., & Pel , J. (2021). An Exploratory Study to Improve Reading and Comprehending Mathematical Expressions in Braille. British Journal of Visual Impairment. https://doi.org/10.1177/02646196211044972

van Veen, A. C. (2021). Of Mice, Monkeys, and Better Science: Nonhuman Animal Experimentation and its Alternatives in the Netherlands (1950-2020). [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/726

van Zanten, M., & Van den Heuvel-Panhuizen, M. (2021). Mathematics curriculum reform and its Implementation in textbooks: Early addition and subtraction in Realistic Mathematics Education. Mathematics, 9(7), 1-21. [752]. https://doi.org/10.3390/math9070752

Veldkamp, A., Knippels, M. C. P. J., & van Joolingen, W. R. (2021). Beyond the Early Adopters: Escape Rooms in Science Education. Frontiers in Education, 6, [622860]. https://doi.org/10.3389/feduc.2021.622860

Veldkamp, A., Merx, S., & van Winden, J. (2021). Educational Escape Rooms: Challenges in aligning game and education. Well Played, 10(1), 109-135.

Welling, J., Jonker, V., & Broekhuizen, M. (2021). Videogebruik bij de Grote Rekendag. Volgens Bartjens - ontwikkeling en onderzoek, 40(3), 53-58. https://www.volgens-bartjens.nl/art/50-6252_Videogebruik-bij-de-Grote-Rekendag

Wietsma, J. J., & Savelsbergh, E. R. (2021). Bevoegdheden - One size fits all? NVOX, 35(2), 48-49.

Wietsma, J. J., & Savelsbergh, E. (2021). Bevoegd en bekwaam voor natuur- en techniekonderwijs. Van twaalf tot achttien, 23(1-2), 18-21.

Wijaya, A., Elmaini, E., & Doorman, L. M. (2021). A Learning Trajectory for Probability: A Case of Game-Based Learning. Journal on Mathematics Education, 12(1), 1-16. https://doi.org/10.22342/jme.12.1.12836.1-16

Wijers, M., & Jonker, V. (2021). Studenten mbo: bevraagd over enkele aspecten van opdrachten uit voorbeeldexamens rekenen. Coöperatie examens mbo. http://www.fi.uu.nl/publicaties/literatuur/2021_rapport_mbo_rekenen_onderzoek_studenten_voorbeeldexamens.pdf

Wijnker, W. (2021). The Unseen Potential of Film for Learning: Film's Interest Raising Mechanisms Explained in Science and Mathematics Education. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/798

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

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

Alberto, R. A., & Bos, R. D. (2020). Embodied cognition in wiskundeonderwijs. Euclides, 95(5), 4-6.

Alstein, P., & van Nijhuis, M. (2020). Wetenschapsfilosofie in de quantumlessen. NVOX, 45(8), 402-403.

Amos, R., Knippels, M-C., & Levinson, R. (2020). Socio-Scientific Inquiry-Based Learning: Possibilities and Challenges for Teacher Education. In M. Evagorou, J. A. Nielsen , & J. Dillon (Eds.), Science Teacher Education for Responsible Citizenship: Towards a Pedagogy for Relevance through Socioscientific Issues (pp. 41-61). (Contemporary Trends and Issues in Science Education; Vol. 52). Springer, Cham. https://doi.org/10.1007/978-3-030-40229-7_4

Artigue, M., Bosch, M., Doorman, L. M., Juhász, P., Kvasz, L., & Maass, K. (2020). Inquiry based mathematics education and the development of learning trajectories. Teaching Mathematics and Computer Science, 18(3), 63-89. https://doi.org/10.5485/TMCS.2020.0505

Bacciagaluppi, G., & Crull, E. (Accepted/In press). The 'Einstein Paradox': The debate on nonlocality and incompleteness in 1935. Cambridge University Press.

Bacciagaluppi, G. (2020). Unscrambling Subjective and Epistemic Probabilities. In M. Hemmo, & O. Shenker (Eds.), Quantum, Probability, Logic: The Work and Influence of Itamar Pitowsky (pp. 49-89). (Jerusalem Studies in Philosophy and History of Science). Springer, Cham. https://doi.org/10.1007/978-3-030-34316-3_3

Bacciagaluppi, G. (2020). The Role of Decoherence in Quantum Mechanics. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (summer 2020 ed.). The Metaphysics Research Lab, Center for the Study of Language and Information, Stanford University. https://plato.stanford.edu/entries/qm-decoherence/

Bacciagaluppi, G. (2020). Quantum Mechanics, Emergence, and Decisions. Mind and Society, 19(2), 299-305. https://doi.org/10.1007/s11299-020-00242-4

Bacciagaluppi, G. (2020). Physics and Beyond: Essay review of Kay Herrmann (Ed.): Grete Henry-Hermann: Philosophie–Mathematik–Quantenmechanik. Springer: Wiesbaden 2019, xv + 663 pp. Journal for General Philosophy of Science, 51(4), 595-610. https://doi.org/10.1007/s10838-020-09529-z

Bacciagaluppi, G. (2020). Translation of three short papers by Grete Hermann (with introduction). Journal for General Philosophy of Science, 51(4), 615-629. https://doi.org/10.1007/s10838-020-09530-6

Bakker, A., & Wagner, D. (2020). Pandemic: lessons for today and tomorrow? Educational Studies in Mathematics, 104(1), 1-4. https://doi.org/10.1007/s10649-020-09946-3

Bakker, S., van der Biezen, S., Hoogendoorn, A., & van der Valk, A. E. (2020). Drie lio’s in Suriname: Deel 1: onze stage-ervaringen. NVOX, 45(9), 456-457. https://nvon.nl/nvox/drie-lios-in-suriname

Bakker, S., van der Biezen, S., Hoogendoorn, A., & van der Valk, A. E. (2020). Drie lio’s in Suriname: Deel 2: opbrengsten voor het BLiNaS project. NVOX, 45(9), 458-459. https://nvon.nl/nvox/drie-lios-in-suriname-deel-2

Balundė, A., Poškus, M. S., Jovarauskaitė, L., Sarid, A., Farangitakis, G., Knippels, M-C., Hadjichambis, A. C., & Paraskeva-Hadjichambi, D. (2020). Values, Beliefs and Environmental Citizenship. In A. Hadjichambis, D. Hadjichambis, P. Reis, J. Cincera, J. Boeve-de Pauw, N. Gericke, & M. C. Knippels (Eds.), Conceptualizing environmental citizenship for 21st century education (pp. 83-96). (Environmental Discourses in Science Education; Vol. 4). Springer, Cham. https://doi.org/10.1007/978-3-030-20249-1_6

Baneke, D. M. (2020). Natuurkunde en sterrenkunde in Nederland: scenes uit een huwelijk. Nederlands Tijdschrift voor Natuurkunde, 86(11), 12-16.

Baneke, D. M. (2020). Frozen Science. Shells and Pebbles. https://www.shellsandpebbles.com/2020/03/02/frozen-science/

Bos, M. J. W., & Nuijens, F. (2020). Science Journalism. In F. van Dam, L. de Bakker, A. M. Dijkstra, & E. A. Jensen (Eds.), Science Communication: An Introduction (pp. 119-143). (World Scientific Series on Science Communication; Vol. 1). World Scienctific. https://doi.org/10.1142/9789811209888_0006

Bos, R. D. (2020). Warme worm op de wiskunde B-dag. Euclides, 95(4), 8-11.

Bos, R. D., Doorman, L. M., & Piroi, M. (2020). Emergent models in a reinvention activity for learning the slope of a curve. Journal of Mathematical Behavior, 59, [100773]. https://doi.org/10.1016/j.jmathb.2020.100773

Bos, R. D., & Jonker, V. H. (2020). Eenvouwdig. Euclides, 96(1). https://www.fisme.science.uu.nl/toepassingen/28850/

Bos, R. (2020). Practical issues for Lesson Study within TIME. In M. Bašić (Ed.), A short introduction to Lesson Study: TIMEless ideas for professional development (pp. 30-39). Teachers' Inquiry in Mathematics Education.

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., Hiebert, J., & Bakker, A. (2020). Maximizing the quality of learning opportunities for every student. Journal for Research in Mathematics Education, 51(1), 12-25. https://doi.org/10.5951/jresematheduc.2019.0005

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., Hiebert, J., & Bakker, A. (2020). Addressing the problem of always starting over: Identifying, valuing, and sharing professional knowledge for teaching. Journal for Research in Mathematics Education, 51(2), 130-139. https://doi.org/10.5951/jresematheduc-2020-0015

de Bakker, E. P. H. M., van Dam, F. W., Dijkstra, A. M., & Jensen, E. A. (Eds.) (2020). Science Communication: An Introduction. (World Scientific Series on Science Communication ; Vol. 1). World Scientific Publishing Co. Pte Ltd. https://doi.org/10.1142/11541

de Bakker, E. P. H. M., van Dam, F. W., Jensen, E. A., & Dijkstra, A. M. (2020). Setting the scene. In F. van Dam, L. de Bakker , A. M Dijkstra, & E. A. Jensen (Eds.), Science Communication: An Introduction (pp. 1-16). (World Scientific Series on Science Communication; Vol. 1). World Scientific Publishing Co. Pte Ltd. https://doi.org/10.1142/9789811209888_0001

de Bakker, E. P. H. M., Land-Zandstra, A., & Jensen, E. A. (2020). Informal Science Education. In F. van Dam, L. de Bakker, A. M. Dijkstra, & E. A Jensen (Eds.), Science Communication: An Introduction (pp. 91-117). (World Scientific Series on Science Communication; Vol. 1). World Scientific Publishing Co. Pte Ltd. https://doi.org/10.1142/9789811209888_0005

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de Waard, E. F., Prins, G. T., & van Joolingen, W. R. (2020). Pre-university students' perceptions about the life cycle of bioplastic and fossil-based plastics. Chemistry Education Research and Practice, 21(3), 908--921. https://doi.org/10.1039/C9RP00293F

Doorman, L. M., Van den Heuvel-Panhuizen, M., & Goddijn, A. (2020). The Emergence of Meaningful Geometry. In M. Van den Heuvel-Panhuizen (Ed.), National Reflections on the Netherlands Didactics of Mathematics (pp. 281-302). (ICME-13 Monographs). Springer Nature. https://doi.org/10.1007/978-3-030-33824-4_15

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

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). SpringerOpen. https://doi.org/10.1007/978-3-030-33824-4_10

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

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

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Walma, L. W. B. (2020). Between Morpheus and Mary: The Public Debate on Morphine in Dutch Newspapers, 1880-1939. Utrecht University.

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Bakker, A. (Accepted/In press). A virtual special issue to celebrate 100 volumes of Educational Studies in Mathematics: former editors’ choices. Educational Studies in Mathematics, 101, 1-5. DOI: 10.1007/s10649-019-9882-3

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Baneke, D. M. (Accepted/In press). Pannekoek’s one revolution: Anton Pannekoek and the Modernization of the Dutch astronomical community. In C. Tai, B. van der Steen, & J. van Dongen (Eds.), Anton Pannekoek's Views on Science and Society: Modernity in Science, Radical Politics, and Visual Art Amsterdam University Press.

Baneke, D. M., Andersen, J., & Madsen, C. (2019). Serving Astronomy: the Aim of the IAU. In D. Valls-Gabaud, J. Hearnshaw, & C. Sterken (Eds.), Under One Sky - The IAU Centenary Symposium: Proceedings of IAU Symposium No. 349, 2018 Cambridge University Press.

Doorman, L. M. (2019). Contexts to Make Mathematics Accessible and Relevant for Students—Jan de Lange’s Contributions to Realistic Mathematics Education. In W. Blum, M. Artigue, M. A. Mariotti, R. Sträßer, & M. Van den Heuvel-Panhuizen (Eds.), European Traditions in Didactics of Mathematics (pp. 73-78). (ICME-13 Monographs). Springer. DOI: 10.1007/978-3-030-05514-1_3

Doorman, L. M. (2019). Design and research for developing local instruction theories. Avances de Investigación en Educación Matemática, 15, 29-42.

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). Wiesbaden, Germany: Springer.

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). Cham, Switserland: SpringerOpen.

Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Doorman, L. M., & Leseman, P. P. M. (2019). Embodied Learning Environments for Graphing Motion: a Systematic Literature Review. Educational Psychology Review.

Gilissen, M. G. R., Knippels, M. C. P. J., Verhoeff, R. P., & van Joolingen, W. R. (2019). Teachers’ and educators’ perspectives on systems thinking and its implementation in Dutch biology education. Journal of Biological Education. DOI: 10.1080/00219266.2019.1609564

Jansen, S., Knippels, M. C. P. J., & van Joolingen, W. R. (2019). Assessing students’ understanding of models of biological processes: a revised framework. International Journal of Science Education, 41(8), 981-994. DOI: 10.1080/09500693.2019.1582821

Maass, K., Doorman, L. M., Jonker, V. H., & Wijers, M. M. (2019). Promoting active citizenship in mathematics teaching. ZDM - International Journal on Mathematics Education. DOI: /10.1007/s11858-019-01048-6

Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2019). Corrigendum to Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study (Educational Research Review (2016) 19 (158–172), (S1747938X16300306), (10.1016/j.edurev.2016.07.003)). Educational Research Review, 26, 82-82. DOI: 10.1016/j.edurev.2019.02.002

Shvarts, A., & Bakker, A. (2019). The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before. Mind, Culture, and Activity, 26(1), 4-23. DOI: 10.1080/10749039.2019.1574306

Van den Heuvel-Panhuizen, M. (2019). Mathematics education in the Netherlands viewed from four perspectives. In W. Blum, M. Artigue, M. A. Mariotti, R. Sträßer, & M. van den Heuvel-Panhuizen (Eds.), European traditions in didactics of mathematics (pp. 58-67). Cham, Switzerland: Springer Nature.

Van den Heuvel-Panhuizen, M. (Ed.) (2019). Didactics of Mathematics in the Netherlands. In W. Blum, M. Artigue, M. A. Mariotti, R. Sträßer, & M. van den Heuvel-Panhuizen (Eds.), European traditions in didactics of mathematics (pp. 57-94). Cham, Switzerland: Springer Nature. DOI: 10.1007/978-3-030-05514-1_3

van der Schaaf, M., Bakker, A., & ten Cate, O. (2019). When I say … embodied cognition. Medical Education, 53(3), 219-220. DOI: 10.1111/medu.13678

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. DOI: 10.1177/0145482X18822024

Verhoeff, R. P., & van Uum, M. S. J. (2019). Professionalising primary school teachers in guiding inquiry-based learning. Research in Science Education. DOI: 10.1007/s11165-019-9818-z

Witteveen, J. (Accepted/In press). Biological markets, cooperation, and the evolution of morality. British Journal for the Philosophy of Science.

Abrahamson, D., Andrade, A., Bakker, A., Nathan, M. J., Walkington, C., Lindgren, R., ... Lindwall, O. (2018). Moving forward: In search of synergy across diverse views on the role of physical movement in design for stem education. In Proceedings of International Conference of the Learning Sciences, ICLS (2018-June ed., Vol. 2, pp. 1243-1250). (Proceedings of International Conference of the Learning Sciences, ICLS).

Antwi, V., Savelsbergh, E. R., & Eijkelhof, H. M. C. (2018). Understanding kinematics graphs using MBL tools, simulations and graph samples in an interactive engagement context in a Ghanaian university. In D. Sokolowska (Ed.), Research-based proposals for improving physics teaching and learning – focus on laboratory work (pp. 8-16). Kraków: Kraków: Faculty of Physics, Astronomy and Applied Computer Science, Jagiellonian University..

Bakker, A. (2018). Discovery learning: Zombie, phoenix, or elephant? Instructional Science, 46(1), 169-183. DOI: 10.1007/s11251-018-9450-8

Bakker, A. (2018). Design research in education: A practical guide for early career researchers. London, UK: Routledge.

Bakker, A., Hahn, C., Kazak, S., & Pratt, D. (2018). Research on probability and statistics education: Trends and directions. In T. Dreyfus, M. Artigue, D. Potari, S. Prediger, & K. Ruthven (Eds.), Developing Research in Mathematics Education: Twenty Years of Communication, Cooperation and Collaboration in Europe (pp. 46-59). London, UK: Routledge.

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.

Baneke, D. M., & Maas, A. (2018). De Hogere Burgerschool: onderwijs en emancipatie. Studium: Tijdschrift voor Wetenschaps-en Universiteitsgeschiedenis, 10(3), 117-122. DOI: 10.18352/studium.10155

Binkhorst, F., Poortman, C. L., McKenney, S. E., & van Joolingen, W. R. (2018). Revealing the balancing act of vertical and shared leadership in Teacher Design Teams. Teaching and Teacher Education, 72, 1-12. DOI: 10.1016/j.tate.2018.02.006

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.

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.

Boels, L. B. M. M. (2018). Revealing Conceptual Difficulties when Interpreting Histograms: An Eye-Tracking Study. Invited Paper - Refereed. 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). Voorburg, the Netherlands: International Statistics Institute.

de Bakker, E. P. H. M. (2018). Dutch media are no agent of change in science communication yet. In PCST 2018 - conference proceedings

Dijk, G. T. V. (2018). Het opleiden van taalbewuste docenten natuurkunde, scheikunde en techniek: Een ontwerpgericht onderzoek Utrecht University

Dittmer, A., Knippels, M. C. P. J., Levinson, R., Price, S. F., & Zabel, J. (2018). Symposium: Thoughtfulness in Biology Education. 209.

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 (pp. 161-178). (ICME-13 Monographs). Cham: Springer.

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 (pp. 421-436). (ICME-13 Monographs). Cham: Springer.

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). Umeå, Sweden: PME.

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

Drijvers, P. H. M. (2018). Tools and taxonomies: a response to Hoyles. Research in Mathematics Education, 20(3), 229–235. DOI: 10.1080/14794802.2018.1522269

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). Lyon: École Normale Supérieure de Lyon.

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 [C268] Voorburg: International Statistics Institute.

Duërkop, K., & Bakker, A. (2018). Literary education with narrative digital games: From formulating research questions to capturing the design rationale. In Design research in education: A practical guide for early career researchers (pp. 232–246). London, UK: Routledge.

Elia, I., Van den Heuvel-Panhuizen, M., & Gagatsis, A. (2018). Geometry learning in the early years: Developing understanding of shapes and space with a focus on visualization. In V. Kinnear, M. Y. Lai, & T. Muir (Eds.), Forging connections in early mathematics teaching and learning (pp. 73-95). Singapore: Springer Nature.

Flis, I. (2018). Discipline Through Method: Recent history and philosophy of scientific psychology (1950-2018) Utrecht University

Heijnes, D., van Joolingen, W., & Leenaars, F. (2018). Stimulating Scientific Reasoning with Drawing-Based Modeling. Journal of Science Education and Technology, 27(1), 45-56. DOI: 10.1007/s10956-017-9707-z

Hermens, R. (2018). The Meaning of the Wave Function – In Search of the Ontology of Quantum Mechanics, Shan Gao, Cambridge University Press (2017). Studies In History and Philosophy of Science Part B: Studies In History and Philosophy of Modern Physics.

Hermens, R., & Maroney, O. J. E. (2018). Constraints on macroscopic realism without assuming non-invasive measurability. Studies in History and Philosophy of Science Part B - Studies in History and Philosophy of Modern Physics, 63, 50-64. DOI: 10.1016/j.shpsb.2017.11.003

Hoeneveld, F. (2018). Een vinger in de Amerikaanse pap: Fundamenteel fysisch en defensieonderzoek in Nederland tijdens de vroege Koude Oorlog. Utrecht University.

Hoogland, K., Pepin, B., de Koning, J., Bakker, A., & Gravemeijer, K. (2018). Word problems versus image-rich problems: an analysis of effects of task characteristics on students’ performance on contextual mathematics problems. Research in Mathematics Education, 20(1), 37-52. DOI: 10.1080/14794802.2017.1413414

Hoogland, K., de Koning, J., Bakker, A., Pepin, B. E. U., & Gravemeijer, K. (2018). Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance. Studies in Educational Evaluation, 58, 122-131. DOI: 10.1016/j.stueduc.2018.06.004

Huistra, H. M. (2018). The Afterlife of the Leiden Anatomical Collections: Hands on, Hands off. (The history of medicine in context). Routledge.

Huistra, H. M. (2018). Standardizing Slimness: How Body Weight Quantified Beauty in the Netherlands, 1870–1940. In C. Liebelt, S. Böllinger, & U. Vierke (Eds.), Beauty and the Norm: Debating Standardization in Bodily Appearance (pp. 45–72). (Palgrave Studies in Globalization and Embodiment). London: Palgrave Macmillan.

Kamphorst, F., Savelsbergh, E. R., Vollebregt, M. J., & van Joolingen, W. R. (2018). A meaningful introduction to the light postulate for secondary education students. Abstract from GIREP-MPTL, San Sebastian, Spain.

Klein, W. (2018). New Drugs for the Dutch Republic: The Commodification of Fever Remedies in the Netherlands (c. 1650-1800) Utrecht University

Knippels, M. C. P. J., & Waarlo, A. J. (2018). Development, uptake, and wider applicability of the Yo-yo strategy in biology education research: A reappraisal. Education Sciences, 8(3), 1-20. [129]. DOI: 10.3390/educsci8030129

Knippels, M. C. P. J., Zabel, J., Zdunek, J., & Slegers, A. (2018). Narratives as a way to foster thoughtfulness in biology education. In 12th conference of European Researchers in Didactics of Biology (ERIDOB) (pp. 211). Zaragoza.

Kohls, C., Köppe, C., Pedersen, A. Y., & Dalsgaard, C. (2018). Outside In and Inside Out: New Hybrid Education Patterns. Paper presented at European Conference on Pattern Languages of Programs, Irsee, Germany.DOI: 10.1145/3282308.3282330

Konrad, U., & Bakker, A. (2018). From implementer to co-designer: A teacher’s changing role in a design research project. In Design research in education: A practical guide for early career researchers (pp. 247–255). London, UK: Routledge.

Meulenbroeks, R. F. G., T. van der Veen, J., & Eijkelhof, H. M. C. (2018). Helping engineers become good physics teachers: A new program in the Netherlands eases the time commitment for mid-career scientists who want to make the switch to high school teaching. Physics Today. DOI: 10.1063/PT.6.5.20180713a

Michels, B. I., & Eijkelhof, H. M. C. (2018). High-school students engaging with researchers within a pre-university programme: Motivations and experiences. Research for All, 2(1), 43-61. DOI: 10.18546/RFA.02.1.05

Nilsson, P., Schindler, M., & Bakker, A. (2018). The nature and use of theories in statistics education. In International handbook of research in statistics education (pp. 359-386). Cham, Switzerland: Springer. DOI: 10.1007/978-3-319-66195-7_11

Oudman, S., van de Pol, J., Bakker, A., Moerbeek, M., & van Gog, T. (2018). Effects of different cue types on the accuracy of primary school teachers’ judgments of students’ mathematical understanding. Teaching and Teacher Education, 76, 214-226. DOI: 10.1016/j.tate.2018.02.007

Pedersen, A. Y., Nørgård, R. T., & Köppe, C. (2018). Patterns of Inclusion: Fostering Digital Citizenship through Hybrid Education. Journal of Educational Technology Society, 21(1), 225-236.

Pieters, A. H. L. M., van der Gronde, T., & Leufkens, H. G. M. (2018). Response to proposal for a novel cancer drug pricing model. NATURE REVIEWS CLINICAL ONCOLOGY, 15(528), 405-406.

Pieters, A. H. L. M. (2018). Poisons in the historic medicine cabinet. In Grell, Cunningham, & Arrizabalaga (Eds.), Poisons and medicines in European history (pp. 9-24). London: Taylor & Francis.

Prins, G. T., Bulte, A. M. W., & Pilot, A. (2018). Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry. International Journal of Science Education, 40(10), 1108-1135. DOI: 10.1080/09500693.2018.1470347

Schoegje, T. M., van den Broek, E. L., & Pieters, A. H. L. M. (2018). Validating the importance of work tasks as context for professional search. In L. Dietz, L. Koesten, & S. Verberne (Eds.), Joint Proceedings of the First International Workshop on Professional Search (ProfS2018); the Second Workshop on Knowledge Graphs and Semantics for Text Retrieval, Analysis, and Understanding (KG4IR); and the International Workshop on Data Search (DATA:SEARCH18): co-located with SIGIR2018 (pp. 24-28). (CEUR Workshop Proceedings; Vol. 2127). Aachen, Germany: Ruzica Piskac / CEUR-WS.org.

Smit, J., Gijsel, M., Hotze, A., & Bakker, A. (2018). Scaffolding primary teachers in designing and enacting language-oriented science lessons: Is handing over to independence a fata morgana? Learning, Culture and Social Interaction, 18, 72-85. DOI: 10.1016/j.lcsi.2018.03.006

Stubbé, H. (2018). Designing learning opportunities for the hardest to reach - Game-based mathematics learning for out-of-school children in Sudan Utrecht University

T. van der Veen, J., Meulenbroeks, R. F. G., & Eijkelhof, H. M. C. (2018). Engineers in the physics classroom: Helping engineers become physics teachers. 1353-1360. Paper presented at SEFI Societe Europeenne pour la formation des Ingenieurs, Kopenhagen, Denmark.

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. DOI: 10.1007/s40751-018-0040-9

Theunissen, L. T. G. (2018). The Transformation of the Dutch Farm Horse into a Riding Horse: Livestock Breeding, Science, and “Modernization,” 1960s–1980s, . Agricultural History, 92(1), 24-53. DOI: 10.3098/ah.2018.092.1.024

Theunissen, L. T. G. (2018). Review of Bert Sliggers, De verzamelwoede van Martinus van Marum en de ouderdom van de aarde. Studium: Tijdschrift voor Wetenschaps-en Universiteitsgeschiedenis, 11(2), 156-158.

Tolboom, J., & Doorman, L. M. (2018). The consequences of including computer-based mathematics and informatics in the STEM curriculum. In S. Mysore (Ed.), International Approaches to STEM Education (pp. 210-221). (CIDREE Yearbook; Vol. 2018). Luxembourg: Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques.

van der Gronde, T., & Pieters, A. H. L. M. (2018). Assessing Pharmaceutical Research and Development Costs. JAMA Internal Medicine, 178(4), 587-588. DOI: 10.1001/jamainternmed.2017.8706

van Dijk, G., van der Meij, A., & Savelsbergh, E. R. (2018). Maker Education Opportunities and threats for engineering and technology education. Abstract from FablearnNL18, .

van Driel, S., Slot, E., & Bakker, A. (2018). A primary teacher learning to use scaffolding strategies to support pupils’ scientific language development. European Journal of STEM Education, 3(2), [5].

van Leendert, A. J. M. (2018). Reading and comprehending algebraic expressions by sighted and braille-dependent students. Poster session presented at Eye Learn, Utrecht, Netherlands.

Veldkamp, A., Knippels, M. C. P. J., & van Joolingen, W. R. (2018). No Escape: the rise of Escape Rooms in secondary biology education. What do teachers and students perceive as the educational potential of Escape Rooms in secondary biology education?. 190. Abstract from European Researchers in Didactics of Biology, Zaragoza, Spain.

Verhoeff, R. P., Knippels, M. C. P. J., Gilissen, M. G. R., & Boersma, K. T. (2018). The theoretical nature of systems thinking. Perspectives on systems thinking in biology education. Frontiers in Education, 3, 1-11. [40]. DOI: 10.3389/feduc.2018.00040

Verhoeff, R. P., Knippels, M. C. P. J., & Gilissen, M. G. R. (2018). Systems thinking and the theoretical nature of seeing coherence. In XII Conference of European Researchers in Didactics of Biology: ERIDOB 2018 (pp. 191). Zaragoza.

Vulperhorst, J. P., Wessels, K. R., & Bakker, A. (2018). How do STEM-interested students pursue multiple interests in their higher educational choice? International Journal of Science Education, 40(8), 828-846. DOI: 10.1080/09500693.2018.1452306

Werner, N., & Bakker, A. (2018). Linking design and theory: Using conjecture maps to focus the design research process in art education. In Design research in education: A practical guide for early career researchers (pp. 225–231). London: Routledge.

Wijaya, A., Van den Heuvel-Panhuizen, M., Doorman, L. M., & Veldhuis, M. (2018). Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks: Lessons from Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), [em1598]. DOI: 10.29333/ejmste/93420

Witteveen, J. (2018). Typological thinking: then and now. Journal of Experimental Zoology Part B: Molecular and Developmental Evolution, 330(3), 123-131. DOI: 10.1002/jez.b.22796

Zhao, X. (2018). Classroom assessment in Chinese primary school mathematics education Utrecht University