Publicaties 2016
Abrahamson, D., & Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning. Cognitive Research: Principles and Implications, 1(33). DOI: 10.1186/s41235-016-0034-3
Ainsworth, S., Stieff, M., Desutter, D., Tytler, R., Prain, V., Panagiotopoulos, D., ... Puntambekar, S. (2016). Exploring the value of drawing in learning and assessment. In 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. (Vol. 2, pp. 1082-1089). International Society of the Learning Sciences (ISLS).
Bacciagaluppi, G. (2016). Quantum Probability: An Introduction. In A. Hájek, & C. Hitchcock (Eds.), Oxford Handbook of Probability and Philosophy. (pp. 545-572). Oxford University Press, Oxford.
Bacciagaluppi, G. (2016). Einstein, Bohm and Leggett-Garg. In E. Dzhafarov, S. Jordan, R. Zhang, & V. Cervantes (Eds.), Contextuality from Quantum Physics to Psychology. (pp. 63-76). World Scientific Publishing Co. Pte Ltd.
Bakker, M., Van den Heuvel-Panhuizen, M., & Robitzsch, A. (2016). Effects of mathematics computer games on special education students’ multiplicative reasoning ability. British Journal of Educational Technology, 47(4), 633-648.
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.
Bakx, A., Bakker, A., Koopman, M., & Beijaard, D. (2016). Boundary crossing by science teacher researchers in a PhD program. Teaching and Teacher Education, 60, 76-87. DOI: 10.1016/j.tate.2016.08.003
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.
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.
Doorman, L. M., Jonker, V., & Wijers, M. M. (2016). Mathematics and Science in Life: Inquiry Learning and the World of Work. University of Education Freiburg.
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.
Drijvers, P. H. M., & Tacoma, S. (2016). Het FIzier gericht op Onderwijs meets Onderzoek. Euclides, 92(2), 37-39.
Flis, I., Steinová, E., & Wouters, P. (2016). Digital humanities are a two-way street. Isis, 107(2), 346-348. DOI: 10.1086/687221
Flis, I. (2016). Instructional Manuals of Boundary-Work: Psychology textbooks, student subjectivities, and disciplinary historiographies. Journal of the History of the Behavioral Sciences, 52(3), 258–278. DOI: 10.1002/jhbs.21791
Gomes, T. D. P., Goei, S. L., Van Joolingen, W., & Cai, Y. (2016). VR Biology, an interdisciplinary and international student project towards an inquiry-based pedagogy. In Proceedings of the 3rd Asia-Europe Symposium on Simulation and Serious Gaming - 15th ACM SIGGRAPH Conference on Virtual-Reality Continuum and Its Applications in Industry, VRCAI 2016. (pp. 169-171). Association for Computing Machinery. DOI: 10.1145/3014033.3014044
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
Huistra, H., & Mellink, B. (2016). Phrasing history: Selecting sources in digital repositories. Historical Methods, 49(4), 220-229. DOI: 10.1080/01615440.2016.1205964
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
Martel, N., Van den Heuvel-Panhuizen, M., Elia, I., & van den Bos, I. (2016). Kindergartners’ mathematical utterances when they are read a worded or a wordless picture book: An exploratory case study. Mediterranean Journal for Research Mathematics Education, 15, 27-50.
Nelissen, J. M. C. (2016). Ongelijkheid helpt begaafde leerling niet vooruit. Het Onderwijsblad, 84-85.
Nelissen, J. M. C. (2016). Taal en rekenen horen bij kinderspel. Het Onderwijsblad, 50-51.
Nelissen, J. M. C. (2016). Transfer, a Base for Interaction and Reflective Thinking. Curriculum and teaching, 31(2), 87-105. DOI: 10.7459/ct/31.2.06
Overbeek, M. (2016). De leerling als ontwerper. NVOX, 41(1), 10-11.
Pieters, T. (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, T., & 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.
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2016). An Activity-Based Instructional Framework for Transforming Authentic Modeling Practices into Meaningful Contexts for Learning in Science Education. Science Education, 100(6). DOI: 10.1002/sce.21247
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. DOI: 10.1007/s40751-016-0022-8
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), 27-43. 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
Sleutel, P., Dietrich, E., Van Der Veen, J. T., & Van Joolingen, W. R. (2016). Bouncing droplets: A classroom experiment to visualize wave-particle duality on the macroscopic level. European Journal of Physics, 37(5), [055706]. DOI: 10.1088/0143-0807/37/5/055706
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.
Stubbé, H., Badri, A., Telford, R., van der Hulst, A., & van Joolingen, W. (2016). E-learning Sudan, formal learning for out-of-school children. Electronic Journal of e-Learning, 14(2), 136-149.
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.
Theunissen, L. T. G. (2016). Unifying Science and Human Culture: the Promotion of the History of Science by George Sarton and Frans Verdoorn. In G. Somsen, & H. Kamminga (Eds.), Pursuing the Unity of Science: Ideology and Scientific Practice from the Great war to the Cold War. (pp. 157-182). [9] London: Routledge.
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., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners’ mathematics performance. International Journal of School and Educational Psychology, 36(2), 323-346. DOI: 10.1080/01443410.2014.963029
Van Der Linden, A., & Van Joolingen, W. (2016). A serious game for interactive teaching of Newton's laws. In Proceedings of the 3rd Asia-Europe Symposium on Simulation and Serious Gaming: 15th ACM SIGGRAPH Conference on Virtual-Reality Continuum and Its Applications in Industry, VRCAI 2016. (pp. 165-167). Association for Computing Machinery. DOI: 10.1145/3014033.3014040
van der Molen, B. J., Buitinck, L., & Pieters, T. (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 Wal, N. J., & Bakker, A. (2016). Wiskunde in het technisch hbo. Euclides, 91(5), 11-12.
van Leendert, A. J. M., & Doorman, L. M. (2016). Het FIzier gericht op wiskundige expressies voor braille-afhankelijke leerlingen. Euclides, 91(7).
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.
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