Freudenthal Instituut

Publicaties 2016

Bakker, A. (2016). Beroepsgerichte wiskundedidactiek. Euclides, 91(4), 12.

Bakker, A., & Akkerman, S. F. (2016). Het leerpotentieel van grenzen: Een theoretische basis. In Tussen opleiding en beroepspraktijk: Het potentieel van boundary crossing. (pp. 9). Assen: Koninklijke Van Gorcum.

Bakker, A., Zitter, I. I. (Ed.), Beausaert, S. (Ed.), & de Bruijn, E. (Ed.) (2016). Tussen opleiding en beroepspraktijk: Het potentieel van boundary crossing. Assen: Koninklijke Van Gorcum.

Bakker, A., Zitter, I. I., Smit, G., & de Bruijn, E. (2016). Grensanalyses: Op zoek naar leerpotentieel . In Tussen opleiding en beroepspraktijk: Het potentieel van boundary crossing. (pp. 27-38). Koninklijke Van Gorcum.

Bakker, A., & van der Wal, N. J. (2016). Wiskunde in het technisch hbo. Euclides, 91(5), 11-12.

Bakker, A. (2016). Book Review: Networking theories as an example of boundary crossing.: Angelika Bikner-Ahsbahs and Susanne Prediger (Eds.) (2014) Networking of theories as a research practice in mathematics education . Educational Studies in Mathematics, 93(2), 265-273. DOI: 10.1007/s10649-016-9715-6

Baneke, D. M. (2016). Organizing space: Dutch space science between astronomy, industry and the government. In T. Heinze, & R. Münch (Eds.), Innovation in Science and Organizational Renewal: Historical and Sociological Perspectives. (pp. 183-209). London etc.: Palgrave Macmillan.

Boels, L., Bakker, A., Drijvers, P., & Van Dooren, W. (2016). Students’ interpretations of histograms: a review. Poster session presented at Posterpresentation at the ICME-13 in Hamburg, Hamburg, Germany.

Boersma, K. T., Knippels, M. C. P. J., Wierdsma, M. D. M., & van Oers, B. (2016). Developing the ability to recontextualise cellular respiration: An explorative study in recontextualising biological concepts. International Journal of Science Education.

Boersma, K. T. (2016). Bouwstenen voor begripsontwikkeling in het biologieonderwijs. Nibi.

Dierdorp, A., Bakker, A., van Maanen, J. A., & Eijkelhof, H. M. C. (2016). Supporting students to develop concepts underlying sampling and to shuttle between contextual and statistical spheres. In D. Ben-Zvi, & K. Makar (Eds.), The Teaching and Learning of Statistics. (pp. 37-48). Springer.

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). New York: NY: Springer. DOI:  10.1007/978-3-319-33666-4

Drijvers, P. H. M., Straat, H., & Wools, S. (2016). Wiskunde valide getoetst?: De digitale landelijke kennistoets wiskunde van de tweedegraads lerarenopleiding vergeleken met de instituutstentamens. VELON : tijdschrift voor lerarenopleiders, 37(3), 27-38.

Flis, I. (2016). Instructional Manuals of Boundary-Work: Psychology textbooks, student subjectivities, and disciplinary historiographies. Journal of the History of the Behavioral Sciences.

Hoogland, K., Pepin, B., Bakker, A., de Koning, J., & Gravemeijer, K. (2016). Representing contextual mathematical problems in descriptive or depictive form: Design of an instrument and validation of its uses. Studies in Educational Evaluation, 50, 22-32. DOI: 10.1016/j.stueduc.2016.06.005

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. In T. Hidayat, A. B. D. Nandiyanto, L. Hasanah, R. Rosjanuardi, A. Jupri, I. R. Suwarma, L. S. Riza, Nahadi, W. Setiawan, ... Khairurrijal (Eds.), Proceedings of International Seminar on Mathematics, Science, and Computer Science Education (MSCEIS 2015) . (pp. 0600021-0600025). Bandung: Universitas Pendidikan Indonesia.

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. DOI: 10.12973/eurasia.2016.1299a

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. DOI: 10.1564/tme_v23.2.02

Keijzer, R., Munk, F., Smit, J., & Bakker, A. (2016). Professionele leergemeenschappen maken het rekenonderwijs beter. Volgens Bartjens, 35(3), 12-16.

Keijzer, R., Smit, J., Bakker, A., & Munk, F. (2016). Promoting teachers’ scaffolding of students’ mathematical language in a professional development programme. In Proceedings EAPRIL 2015 (November 24-27) . (pp. 97-110). Belval, Luxembourg: University of Luxembourg.

Kieran, C., & Drijvers, P. H. M. (2016). Digital technology and mathematics education: Core ideas and key dimensions of Michèle Artigue’s theoretical work on digital tools and its impact on mathematics education research. In B. R. Hodgson, A. Kuzniak, & J-B. Lagrange (Eds.), The Didactics of Mathematics: Approaches and Issues. A Homage to Michèle Artigue . (pp. 123-142). New York: Springer.

Klein, W., & Pieters, T. (2016). The Hidden History of a Famous Drug: Tracing the Medical and Public Acculturation of Peruvian Bark in Early Modern Western Europe (c. 1650-1720). Journal of the History of Medicine and Allied Sciences. DOI: 10.1093/jhmas/jrw004

Overbeek, M. (2016). De leerling als ontwerper. NVOX, 41(1), 10-11.

Pieters, A. H. L. M. (2016). From Colonial Agro-Industrialism to agro-industrialism: Game-changing evolution of the Dutch transoceanic cinchona-quinine Enterprise (1940's-1960s). Itinerario, 40(01), 105-125. DOI: 10.1017/S0165115316000085

Pieters, A. H. L. M., & Bakker, M. (2016). Genen, omgeving en psyche: Een nieuwe integrale kijk op psychische ziekten. In De Meetbare Mens: Digitaal meten van het zieke en gezonde lichaam . (pp. 117-130). Rathenau Instituut.

Rutten, N. P. G. (2016). Simulaties werken, meestal. Didactief, 35-35.

Rutten, N. P. G., van Joolingen, W. R., & van der Veen, J. T. (2016). Investigating an intervention to support computer simulation use in whole-class teaching. Learning: Research and Practice, 2(1), 1-17. DOI: 10.1080/23735082.2016.1140222

Rutten, N. P. G. (2016). Tussen zand en berg. Didactief, 30-31.

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

Smit, J., Keijzer, R., Munk, F., & Bakker, A. (2016). Taal een obstakel? Taal is juist de oplossing!: Talige ondersteuning bieden in de multiculturele rekenklas. De Cascade, 34, 10-13.

Smit, J., Keijzer, R., Munk, F., & Bakker, A. (2016). Rekentaal in de steigers: Talige ondersteuning bieden in een taalzwakke reken-wiskundeklas. Platform Pabo.

Snelders, S. A. M. (2016). Leprosy and Colonialism: Suriname under Dutch Rule, 1750-1950. Manchester University Press.

Snelders, S. A. M. (2016). "Set" and "Setting": early Hallucinogenic Use in the Netherlands. In J. Zinovich (Ed.), Provo and Psychedelics. autonomedia.

Snelders, S. A. M., & Huisman, F. G. (2016). ‘The Caribbean Corrective’: Comparing Leprosy Regimes in the Dutch West and East Indies (Suriname and Indonesia). Bulletin of the History of Medicine.

Snelders, S. A. M. (2016). Pervitin en andere drugs in Nederland, 1940-1945. In N. Ohler (Ed.), Drugs in het Derde Rijk. (pp. 319-322). Amsterdam: Luitingh-Sijthoff.

ter Harmsel, A., Molendijk, T., van El, C., M'Charek, A., Kempes, M. M., Rinne, T., & Pieters, T. (2016). Rapportages pro Justitia van het Nederlands Instituut voor Forensische Psychiatrie en Psychologie in retrospectief; toepassingen van genetische en neurowetenschappelijke inzichten, in 2000 en 2009. Tijdschrift voor Psychiatrie, 58(1), 20-29.

van Dalen, F., Drijvers, P. H. M., & Straat, H. (2016). Verschillen tussen rekentoets en centraal examen wiskunde. Euclides, 91(5), 4-7.

Van den Heuvel-Panhuizen , M. (Ed.) (2016). Reflections from abroad on the Netherlands Didactic Tradition in Mathematics Education. Abstracts. Freudenthal Instituut, Universiteit Utrecht.

Van den Heuvel-Panhuizen , M. (Ed.) (2016). Reflections from inside on the Netherlands Didactic Tradition in Mathematics Education. Abstracts. Freudenthal Instituut, Universiteit Utrecht.

van der Molen, B. J., Buitinck, L., & Pieters, A. H. L. M. (2016). The leveled approach: Using and evaluating text mining tools AVResearcherXL and Texcavator for historical research on public perceptions of drugs. In IFIP Advances in Information and Communication Technology.

van der Valk, A. E., Kleijer, C. C., & Michels, B. I. (2016). Scaling-up in a secondary/higher education STEM network: U-Talent. 87 - 89. Abstract from Educating the Educators II, Freiburg, Germany.

van der Valk, A. E., Mooldijk, A. H., & Duifhuis, P. (2016). Educating physics educators in Surinam: the NiNaS project. 85 -87. Abstract from Educating the Educators II, Freiburg, Germany.

van Uum, M. S. J., Verhoeff, R. P., & Peeters, M. (2016). Inquiry-based science education: towards a pedagogical framework for primary school teachers. International Journal of Science Education, 38(3), 450-469. DOI: 10.1080/09500693.2016.1147660

Vu Thu Hang, N., Meijer, M. R., Bulte, A. M. W., & Pilot, A. (2016). Designing a primary science curriculum in a globalizing world: how do social constructivism and Vietnamese culture meet? Cultural Studies of Science Education.

 

 

Publicaties 2015

Kindt, M. (2015). 1001 redenen waarom 2º = 1. Euclides, 91(3), 16-19.

Rutten, N. P. G., van Joolingen, W. R., Haverkamp-Hermans, G. G. N., Bogner, F. X., Kretschmer, T., Stracke, C. M., ... Polymatidis, D. (2015). A narrative approach to studying the diversification of inquiry learning across instructional settings. International Journal of Education and Development using Information and Communication Technology, 11(2), 184-228.

Huistra, H. M. (2015). Adieu Albinus: How the preparations in the nineteenth-century Leiden anatomical collections lost their past. In R. Knoeff, & R. Zwijnenberg (Eds.), The Fate of Anatomical Collections. (pp. 113-128). Farnham: Ashgate.

Oldenburger, J. J., & Theunissen, L. T. G. (2015). Alexander Numan (1780-1852) en de veredeling van de Nederlandse schapenrassen. Studium, 8(2), 65-83. 10.18352/studium.10108

Bakker, A., & van Eerde, H. (2015). An introduction to design-based research with an example from statistics education. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Doing qualitative research: Methodology and methods in mathematics education. (pp. 429-466). (Advances in Mathematics Education). Berlin: Springer. 10.1007/978-94-017-9181-6_16

Nelissen, J. (2015). Besef van hoeveelheden bij jonge kinderen. De Wereld van het jonge kind, 10, 22-26.

Kindt, M. (2015). Breuken op de helling (1). Euclides, 90(5), 11-15.

Kindt, M. (2015). Breuken op de helling (2). Euclides, 90(6), 13-16.

Roersch van der Hoogte, A. (2015). Colonial Agro-Industrialism: Science, Industry and the State in the Dutch Golden Alkaloid Age, 1850-1950 Utrecht University

van Dongen, J. (2015). Communicating the Heisenberg uncertainty relations: Niels Bohr, Complementarity and the Einstein-Rupp experiments. Scientia Danica. Series M. Mathematica et physica, 1, 310-343.

Felius, M., Theunissen, L. T. G., & Lenstra, J. A. (2015). Conservation of Cattle Genetic Resources: The role of breeds. Journal of agricultural science, 153(1), 152-162. 10.1017/S0021859614000124

Wijaya, A. (2015). Context-based mathematics tasks in Indonesia: Toward better practice and achievement Utrecht University

Menke, H. E., Snelders, S. A. M., & Pieters, T. (2015). Control de la Lepra y Contagionismo en Surinam. Fontilles Revista de Leprologia, 30(1), 31-43.

Pieters, T. (2015). De benzeenrevolutie in de farmacie: van gaslicht naar kleurstoffenchemie en farmaceutische chemie. In Symposium 150 jaar Benzeenstructuurformule: Ontstaan en huidige toepassingen. Antwerpen.

Baneke, D. (2015). De ontdekkers van de hemel: de Nederlandse sterrenkunde in de twintigste eeuw. Prometheus - Bert Bakker.

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

Vu Thu Hang, N., Meijer, M. R., Bulte, A. M. W., & Pilot, A. (2015). Designing a primary science curriculum in a globalizing world: how do social constructivism and Vietnamese culture meet?. Cultural Studies of Science Education.

Klaassen, K., & Kortland, K. (2015). Developmental Research. In R. Gunstone (Ed.), Encyclopedia of Science Education. (pp. 300-304). Dordrecht, Heidelberg, New York, London: Springer. 10.1007/978-94-007-2150-0_155

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. 10.1007/s11858-015-0698-z

Drijvers, P. H. M. (2015). Digital technology in mathematics education: Why it works (or doesn't). In S. J. Cho (Ed.), Selected Regular Lectures from the 12th International Congress on Mathematical Education. (pp. 135-151). Springer. 10.1007/978-3-319-17187-6_8

Bollen, L., Gijlers, H., & Van Joolingen, W. (2015). Drawings in computer-supported collaborative learning - Empirical and technical results. Computing and Informatics, 34(3), 559-587.

Overbeek, M., Knippels, M. C. P. J., & de Bakker, E. P. H. M. (2015). Een dialoog in de klas over morele dilemma's. Podium voor Bio-ethiek, 22(1), 4-7.

Kindt, M. (2015). Een Variabele Constante. (1 ed.) Epsilon Uitgaven.

Wijnker, W., Koren, M., & Tromp, S. (2015). Een video-opdracht, een interessante afwisseling?. NVOX, 40(3), 126-128.

Oonk, W., Verloop, N., & Gravemeijer, K. P. E. (2015). Enriching Practical Knowledge: Exploring Student teachers’ Competences in Integrating Theory and Practice of Mathematics Teaching. Journal for research in mathematics education, 46(5), 559-598.

Walma, L. W. B. (2015). Filtering the “News”: Uncovering Morphine's Multiple Meanings on Delpher’s Dutch Newspapers and the Need to Distinguish More Article Types. TS: Tijdschrift voor Tijdschriftstudies, (38), 61-78.

Horstkoter, D., Van El, C. G., Rinne, T., de Wert, G., & Pieters, T. (2015). Forensische psychologie, neurobiologie en preventie: kritische reflectie op nieuwe ontwikkelingen. Tijdschrift voor Criminologie, 57(1), 99-110. 10.5553/TvC/0165182X2015057001005

Kieran, C., Doorman, L. M., & Ohtani, M. (2015). Frameworks and Principles for Task Design. In A. Watson, & M. Ohtani (Eds.), Task Design In Mathematics Education: an ICMI Study 22. (pp. 19-81). Cham Heidelberg New York Dordrecht London: Springer. 10.1007/978-3-319-09629-2

Klerk, S. (2015). Galen reconsidered. Studying drug properties and the foundations of medicine in the Dutch Republic ca. 1550-1700 Utrecht University

Overbeek, M. (2015). Het bèta-mozaïek: Samenhang tussen de vakken. NVOX, 40(2), 100-102.

Doorman, L. M. (2015). Het FIzier gericht op... anti-didactische inversie. Euclides, 91(3), 11-12.

Munk, F., Smit, J., Bakker, A., & Keijzer, R. (2015). Hoe zeggen we dit in de rekenles?: Aandacht voor taal in het rekenonderwijs. Volgens Bartjens, 35(1), 34-37.

Kop, P. M. G. M., Janssen, F. J. J. M., Drijvers, P. H. M., Veenman, M. V. J., & van Driel, J. H. (2015). Identifying a framework for graphing formulas from expert strategies. Journal of Mathematical Behavior, 39, 121-134. 10.1016/j.jmathb.2015.06.002

Veldhuis, M. (2015). Improving classroom assessment in primary mathematics education Utrecht University

Jupri, A., Drijvers, P. H. M., & Van den Heuvel-Panhuizen , M. (2015). Improving grade 7 students’ achievement in initial algebra through a technology-based intervention.Digital Experiences in Mathematics Education, 1(1), 28-58. 10.1007/s40751-015-0004-2

Rutten, N., van der Veen, J. T., & van Joolingen, W. R. (2015). Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics. International Journal of Science Education, 37(8), 1225-1245. 10.1080/09500693.2015.1029033

van Eerde, H. A. A. (2015). Integratie van taal in het wiskundecurriculum van de pabo. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 34, 17-36.

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

Sevian, H., & Bulte, A. M. W. (2015). Learning Chemistry to enrich students' views on the world they live in. In I. Eilks, & A. Hofstein (Eds.), Relevant Chemistry Education: From theory to Practices. (pp. 55-78). Rotterdam: Sense.

van der Valk, A. E., Tromp, S., & Kleijer, C. C. (2015). Learning Communities in a STEM Education Network: scaling-up a talent development programme. In D. Wernisch, E. Schäfer, & K. Reitz-Koncebovski (Eds.), Educating The Educators: International Approaches To Scaling-Up Professional Development In Mathematics And Science Education. (pp. 304-315). Münster: WTM Verlag.

Ben-Zvi, D., Bakker, A., & Makar, K. (2015). Learning to reason from samples. Educational Studies in Mathematics, 88(3), 291-303. 10.1007/s10649-015-9593-3

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

Wijaya, A., Van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89(1), 41-65. 10.1007/s10649-015-9595-1

Friso-van den Bos, I., van Luit, J. E. H., Kroesbergen, E. H., Xenidou-Dervou, I., van Lieshout, E. C. D. M., van der Schoot, M., & Jonkman, L. M. (2015). Pathways of number line development in children: Predictors and risk for adverse mathematical outcome. Zeitschrift für Psychologie , 223(2), 120-128. 10.1027/2151-2604/a000210

Hollaardt, B., & Prins, G. T. (2015). Postdoc-posities op school. NVOX, 40(1), 20-22. [1].

Klaassen, C. W. J. M., & Doorman, L. M. (2015). Problem Posing as Providing Students with Content-Specific Motives. In F. Singer, N. Ellerton, & J. Cai (Eds.), Mathematical Problem Posing: From Research to Effective Practice. (pp. 215-240). (Research in Mathematics Education). New York, Heidelberg, Dordrecht, London: Springer. 10.1007/978-1-4614-6258-3_10

Tak, S., Toet, A., & Van Erp, J. (2015). Public Understanding of Visual Representations of Uncertainty in Temperature Forecasts. Journal of Cognitive Engineering and Decision Making, 9(3), 241-262. 10.1177/1555343415591275

Roersch van der Hoogte, A., & Pieters, T. (2015). Quinine, Malaria, and the Cinchona Bureau: Marketing Practices and Knowledge Circulation in a Dutch Transoceanic Cinchona-Quinine Enterprise (1920s-30s). Journal of the history of medicine and allied sciences. 10.1093/jhmas/jrv009

Wierdsma, M., Knippels, M. C., van Oers, B., & Boersma, K. (2015). Recontextualising Cellular Respiration in Upper secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy. Journal of biological education. 10.1080/00219266.2015.1058842

van Eerde, H. A. A. (2015). Rekenen op taal. Volgens Bartjens, 35(1), 4-8.

Oonk, W., Keijzer, R., Lit, S., Barth, F., den Engelsen, M., & Lek, A. (2015). Rekenen-Wiskunde in de praktijk: Kerninzichten. (2nd ed.) Groningen: Noordhoff Uitgevers.

Keijzer, R., Munk, F., Bakker, A., & Smit, J. (2015). Rekentaal. Didactief, 46.

Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: introduction and review. ZDM: The International Journal on Mathematics Education, 47(7), 1047-1065. 10.1007/s11858-015-0738-8

Makar, K., Bakker, A., & Ben-Zvi, D. (2015). Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. ZDM: The International Journal on Mathematics Education, 47(7), 1107-1120. 10.1007/s11858-015-0732-1

Roersch van der Hoogte, A., & Pieters, T. (2015). Science, industry and the colonial state: a shift from a German- to a Dutch-controlled cinchona and quinine cartel (1880–1920). History and Technology, 31(1), 2-36. 10.1080/07341512.2015.1068005

van Maanen, J. A. (2015). Some leaves about a tree. In G. B. Huitema et al. (Ed.), Uitgelicht Henk Broer, Liber Amicorum. Groningen: Johan Bernouilli Institute.

van der Gronde, T., Hartog, A., van Hees, C., Pellikaan, H., & Pieters, T. (2015). Systematic review on the mechanisms and evidence behind the hypocholestrolaemic effect of HPMC, pectin and chitosan in animal trials. Food chemistry, 199, 746-759. 10.1016/j.foodchem.2015.12.050

Makar, K., Bakker, A., & Ben-Zvi, D. (2015). Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia. (pp. 397-404). Adelaide: MERGA.

Wijaya, A., Van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks. Mathematics Education Research Journal, 27(4), 637-662. 10.1007/s13394-015-0157-8

Baneke, D. M. (2015). The Absence of the East: International Influences on Science Policy in Western Europe during the Cold War. In J. van Dongen (Ed.), Cold War Science and the Transatlantic Circulation of Knowledge. (pp. 163-183). [8] (History of Science and Medicine Library. History of Modern Science; Vol. 51, No. 1). Leiden: Brill publishers. 10.1163/9789004264229_010

Ferrer Puigdellivol, M., Doorman, L. M., & Fortuny, J. (2015). The classroom discussion and the exploitation of opportunities to learn mathematics. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 2, pp. 289-296). Hobart, Australia: PME.

Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & van der Schaaf, M. F. (2015). The emergence of proportional reasoning from embodied interaction with a tablet application: an eyetracking study. In Proceedings of the 9th international technology, education, and development conference (INTED 2015). (pp. 5732)

Vu Thu Hang, N., Meijer, M. R., Bulte, A. M. W., & Pilot, A. (2015). The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam. Cultural Studies of Science Education, 10(3), 665–693. [DOI 10.1007/s11422-014-9634-8]. 10.1007/s11422-014-9634-8

Doorman, L. M., Garcia, J., Potari, D., Zsombori, G., & András, S. (2015). The potential of a task for professional development across national contexts. In K. Maass, B. Barzel, G. Törner, D. Wernisch, E. Schäfer, & K. Reitz-Koncebovski (Eds.), Conference Proceedings. Educating the Educators: International Approaches to Scaling-up Professional Development in Mathematics and Science Education: Conference Proceedings in Mathematics Education 2. (pp. 216-227). Münster: WTM Verlag.

Jupri, A. (2015). The use of applets to improve Indonesian student performance in algebra Utrecht University

Widjaja, W., & Dolk, M. (2015). The use of videos and classroom artefacts in professional development of teachers and teacher educators in Indonesia. In Cases of Mathematics Professional Development in East Asian Countries: Using Video to Support Grounded Analysis. (pp. 199-222). Springer. 10.1007/978-981-287-405-4_12

de Haan, D. L. (2015). Tien jaar Opleidingscompetitie: Wiskunde A-lympiade. Euclides, 90(7), 15-17.

Charisi, V., Davison, D., Wijnen, F., Van Der Meij, J., Reidsma, D., Prescott, T., ... Evers, V. (2015). Towards a child-robot symbiotic co-development: A theoretical approach. In AISB Convention 2015. The Society for the Study of Artificial Intelligence and the Simulation of Behaviour (AISB).

van Joolingen, W. R., Aukes, A. V. A., Gijlers, H., & Bollen, L. (2015). Understanding Elementary Astronomy by Making Drawing-Based Models. Journal of Science Education and Technology, 24(2-3), 256-264. 10.1007/s10956-014-9540-6

Binkhorst, F., Handelzalts, A., Poortman, C. L., & van Joolingen, W. R. (2015). Understanding teacher design teams - A mixed methods approach to developing a descriptive framework. Teaching and Teacher Education, 51, 213-224. 10.1016/j.tate.2015.07.006

Mooldijk, A. H. (2015). Veren beter bekeken. Nederlands Tijdschrift voor Natuurkunde, 81(12), 444 - 446.

Kindt, M. (2015). Wat te bewijzen was. Utrecht: Universiteit Utrecht.

Bor-de Vries, M., & Drijvers, P. H. M. (2015). Wiskundig denken: a way of life. Euclides, 91(3), 30-32.

Freudenthal Instituut