Onderzoekspublicaties

Refereed articles

Baneke, D. (2025). Who Predicts? Dutch Storm Warnings Between Scientific Authority and User Expertise, 1860-1920. Science Technology and Human Values, 50(1), 40-68. https://doi.org/10.1177/01622439241257283

Boels, L., Bakker, A., Van Dooren, W., & Drijvers, P. (2025). Secondary school students’ strategies when interpreting histograms and case-value plots: an eye-tracking study. Educational Studies in Mathematics, 118, 479-503. https://doi.org/10.1007/s10649-024-10351-3

Chumachenko, D., Shvarts, A., Dreneva, A., & Krichevets, A. (2025). Eye movements in the development of geometric shape recognition: from sensory-motor processes to theoretical perception. Educational Studies in Mathematics, 118, 529-554. https://doi.org/10.1007/s10649-024-10298-5

Meulenbroeks, R., & van der Hulst, J. (2025). Recognition Where It Is Due: Towards a Teaching Qualification for Student Teaching Assistants in Higher Education. Journal of Peer Learning, 16(1), 1-16. Article 1. https://doi.org/10.21061/jopl.116

Moons, F., Vandervieren, E., & Colpaert, J. (2025). Checkbox grading of large-scale mathematics exams with multiple assessors: Field study on assessors’ inter-rater reliability, time investment and usage experience. Studies in Educational Evaluation, 85, Article 101443. https://doi.org/10.1016/j.stueduc.2024.101443

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

Schindler, M., Shvarts, A., & Lilienthal, A. J. (2025). Introduction to eye tracking in mathematics education: interpretation, potential, and challenges. Educational Studies in Mathematics, 118, 309-321. https://doi.org/10.1007/s10649-025-10393-1

Taschetto, D. (2025). Rewriting the Quantum "Revolution". Studies in History and Philosophy of Science, 109, 72-88. https://doi.org/10.1016/j.shpsa.2024.12.006

Taschetto, D., & Correa da Silva, R. (2025). The Dual Dynamical Foundation of Orthodox Quantum Mechanics. Studies in History and Philosophy of Science, 109, 89-105. https://doi.org/10.1016/j.shpsa.2024.12.005

ten Voorde, A., Piroi, M., & Bos, R. (2025). A taxonomy of didactic roles of dynamic visualization in animated mathematics videos. Teaching Mathematics and its Applications, 44(1), 47-67. https://doi.org/10.1093/teamat/hrae007

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

van Harskamp, M., De Maeyer, S., Sass, W., Van Petegem, P., & Boeve-de Pauw, J. (2025). Measurement invariance of the action competence in sustainable development questionnaire: can we compare between groups? Environmental Education Research, 31(3), 489-511. https://doi.org/10.1080/13504622.2024.2382967

van Hoeve, M., Doorman, M., & Veldhuis, M. (2025). Fostering a growth mindset in secondary mathematics classrooms in the Netherlands. Research in Mathematics Education, 27(1), 92-113. https://doi.org/10.1080/14794802.2023.2241433

van Wijk, J., Bos, R., Shvarts, A., & Doorman, M. (2025). Mathematics teachers’ professional experimentation with mathematical origami in secondary education. EURASIA Journal of Mathematics, Science and Technology Education , 21(2), Article em2572. https://doi.org/10.29333/ejmste/15911

Vergouwen, S., & de Haro, S. (2025). Supersymmetry in the Seiberg-Witten Theory: A Window into Quantum Field Theory. Synthese, 205(2), Article 60. https://doi.org/10.1007/s11229-024-04882-8

Book chapters

Isac, M. M., Sass, W., & Sandoval-Hernández, A. (2025). Environmental Knowledge and Willingness to Act Pro-environmentally: Final Remarks. In Knowledge and Willingness to Act Pro-Environmentally (pp. 167-178). (IEA Research for Education; Vol. 16). Springer. https://doi.org/10.1007/978-3-031-76033-4_11

Isac, M. M., Sass, W., & Sandoval-Hernández, A. (2025). Knowledge and Willingness to Act Pro-environmentally. Perspectives from IEA TIMSS 2019 and ICCS 2016 Data: An Introduction. In Knowledge and Willingness to Act Pro-Environmentally (pp. 1-10). (IEA Research for Education; Vol. 16). Springer. https://doi.org/10.1007/978-3-031-76033-4_1

Sass, W., Pauw, J. B., Olsson, D., Gericke, N., & Van Petegem, P. (2025). Theoretical Approaches: Operationalizing Action Competence as a Learning Outcome of Education for Sustainable Development Using International Large-Scale Assessments. In M. M. Isac, A. Sandoval-Hernández, & W. Sass (Eds.), Knowledge and Willingness to Act Pro-Environmentally: Perspectives from IEA TIMSS 2019 and ICCS 2016 Data (Vol. 16, pp. 11-20). (IEA Research for Education: A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA); Vol. 16). Springer. https://doi.org/10.1007/978-3-031-76033-4_2

Professional publications

Savelsbergh, E. (2025). De onderzoeker, de ontwerper en de veranderaar: De schurende rollen van de ontwerponderzoeker aan de hand van drie projecten. Van twaalf tot achttien, 2025(1&2), 36-37. https://van12tot18.nl/artikelen/de-onderzoeker-de-ontwerper-en-de-veran…

Other research outputs

Snelders, S. (2025). Book Review: A thirst for win and war, by Adam Zientek: The intoxication of French soldiers on the western front. Medicine, Conflict and Survival, 41(1), 80-82. https://doi.org/10.1080/13623699.2025.2457216

Books

Illari, P., & Russo, F. (2024). The Routledge handbook of causality and causal methods. Taylor and Francis. https://doi.org/10.4324/9781003528937

Martens, N. (2024). Philosophy of Physical Magnitudes. Cambridge University Press. https://doi.org/10.1017/9781009233705

Refereed articles

Angerer, E., Burke, M., Dirks, S., Bakker, A., Bilinski Torres, A., & Pieters, T. (2024). The Living Library: a process-based tool for open literature review, probing the boundaries of open science. SN Social Sciences, 4(9), Article 167. https://doi.org/10.1007/s43545-024-00964-z

Arztmann, M., Domínguez Alfaro, J. L., Hornstra, L., Jeuring, J., & Kester, L. (2024). In-game performance: The role of students' socio-economic status, self-efficacy and situational interest in an augmented reality game. British Journal of Educational Technology, 55(2), 484-498. https://doi.org/10.1111/bjet.13395

Bacciagaluppi, G. (2024). A proof of Specker’s principle. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 382(2268), 1-16. Article 20230003. https://doi.org/10.1098/rsta.2023.0003

Bachtiar, R., Meulenbroeks, R. FG., & van Joolingen, W. (2024). Understanding how student-constructed stop-motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence. Journal of Research in Science Teaching, 61(2), 289-318. https://doi.org/10.1002/tea.21891

Baneke, D. (2024). Weerpraatjes: De doorbraak van de weersverwachting, 1930-1950. Tijdschrift Voor Geschiedenis, 137(1), 46-63. https://doi.org/10.5117/TvG2024.1.004.BANE

Binkhorst, F., Poortman, C., McKenney, S., & van Joolingen, W. (2024). Leadership in teacher design teams for professional development: research synthesis and applications for coaches. Irish Educational Studies, 43(4), 751-771. https://doi.org/10.1080/03323315.2022.2148264

Bisconti, P., McIntyre, A., & Russo, F. (2024). Synthetic Socio-Technical Systems: Poiêsis as Meaning Making. Philosophy and Technology, 37(3), Article 94. https://doi.org/10.1007/s13347-024-00778-0

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

Boeve-de Pauw, J., De Loof, H., Walan, S., Gericke, N., & van Petegem, P. (2024). Teachers’ self-efficacy and role when teaching STEM in high-tech informal learning environments. Research in Science and Technological Education, 42(2), 255-275. https://doi.org/10.1080/02635143.2022.2089873

Caniglia, G., & Russo, F. (2024). How is who: evidence as clues for action in participatory sustainability science and public health research. History and Philosophy of the Life Sciences, 46(1), 1-26. Article 4. https://doi.org/10.1007/s40656-023-00603-5

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

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

Dieks, D. (2024). Local versus Global Time in Early Relativity Theory. Entropy, 26(7), Article 608. https://doi.org/10.3390/e26070608

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

Ferreiro, A., Monin, S., & Torrenti, F. (2024). Physical scale adiabatic regularization in cosmological spacetimes. Physical Review D, 109(4), 1-16. Article 045015. https://doi.org/10.1103/PhysRevD.109.045015

Ferreiro, A., Navarro-Salas, J., & Pla, S. (2024). Comment on "gravitational Pair Production and Black Hole Evaporation". Physical Review Letters, 133(22), Article 229001. https://doi.org/10.1103/PhysRevLett.133.229001

Forgiarini, L. (2024). Unstable Bonds: CERN’s Relations with Its Peripheral Member States, 1950s–1960s. Journal of European Integration History, 30(2), 217-240. https://doi.org/10.5771/0947-9511-2024-2-217

Høgset, Y., Van den Heuvel-Panhuizen, M., & Berg, K. (2024). Appraisement of mathematics tasks—a point of view of Norwegian eighth-grade students. Asian Journal for Mathematics Education, 3(1), 29-59. https://doi.org/10.1177/27527263241229234

Hoogland, E., & Ummels, M. (2024). Fictional placemaking creating meaningful contexts for causal reasoning in secondary school biology education. Journal of Biological Education, 58(5), 1411-1433. https://doi.org/10.1080/00219266.2023.2244975

Huistra, H. (2024). ‘The Husband, For Whom She Endures All This’: Dutch Men in Childbirth, 1900–1940. Social History of Medicine, 37(1), 46-68. https://doi.org/10.1093/shm/hkad088

Illari, P., Russo, F., Šešelja, D., & Frisch, M. (2024). Inclusive editing: a collegial approach to academic knowledge making. European Journal for Philosophy of Science, 14(4), Article 49. https://doi.org/10.1007/s13194-024-00616-2

Lasch, K., Gollner, S., Oude elferink, A., Rühs, S., Sangiorgi, F., Van sebille, E., & Wang, J. (2024). Whose Ocean? Exploring multidisciplinary perspectives towards ocean sustainability and implications for the un(der)represented. Research Ideas and Outcomes, 10, 1-9. Article e114485. https://doi.org/10.3897/rio.10.e114485

Leerink, A., Bos, M., Reijnders, D., & van Sebille, E. (2024). The (non)effect of personalization in climate texts on the credibility of climate scientists: a case study on sustainable travel. Geoscience Communication, 7(3), 201-214. https://doi.org/10.5194/gc-7-201-2024

Linden, A. V. D., Meulenbroeks, R. F. G., & Joolingen, W. R. V. (2024). Learning Newtonian mechanics with an intrinsically integrated educational game. Journal of Computer Assisted Learning, 40(4), 1500-1510. https://doi.org/10.1111/jcal.12966

Ludwig, D., El-Hani, C. N., Gatti, F., Kendig, C., Kramm, M., Neco, L., Delgado, A. N., Poliseli, L., Renck, V., Ressiore, A. C., Galindo, L. R., Rickard, T. L., De La Rosa, G., Turska, J. J., Vergara-Silva, F., & Wilson, R. A. (2024). Transdisciplinary Philosophy of Science: Meeting the challenge of indigenous expertise. Philosophy of Science, 91(5), 1221-1231. https://doi.org/10.1017/psa.2023.127

Merzel, A., Bitzenbauer, P., Krijtenburg - Lewerissa, K., Stadermann, K., Andreotti, E., Antilla, D., Bondani, M., Chiofalo, M., Faletic, S., Frans, R., Goorney, S., Greinert, F., Jurcic, L., Koupilova, Z., Malgieri, M., Müller, R., Onorato, P., Pospiech, G., Ubben, M., ... Pol, H. (2024). The core of secondary level quantum education: a multi-stakeholder perspective. EPJ Quantum Technology, 11(1), Article 27. https://doi.org/10.1140/epjqt/s40507-024-00237-x

Meulenbroeks, R. FG., van Rijn, R., & Reijerkerk, M. (2024). Fostering Secondary School Science Students’ Intrinsic Motivation by Inquiry-based Learning. Research in Science Education, 54(3), 339–358. https://doi.org/10.1007/s11165-023-10139-0

Moons, F., Holvoet, A., Klingbeil, K., & Vandervieren, E. (2024). Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques. British Journal of Educational Technology, 55(5), 2257-2277. https://doi.org/10.1111/bjet.13447

Moons, F., Iannone, P., & Vandervieren, E. (2024). Checkbox grading of handwritten mathematics exams with multiple assessors: how do students react to the resulting atomic feedback? A mixed-method study. ZDM - Mathematics Education, 56(4), 757-773. https://doi.org/10.1007/s11858-024-01550-6

Muizelaar, J., & Bos, M. (2024). Infographics as a Tool to Improve Pregnancy Vaccination Leaflets: Survey-Based Research Showing Positive Influence on Leaflet Engagement and Vaccination Intent. European Journal of Health Communication, 33-58. https://doi.org/10.47368/ejhc.2024.303

Mulder, R. A., & Muller, F. A. (2024). Modal-Logical Reconstructions of Thought Experiments. Erkenntnis, 89(7), 2835-2847. https://doi.org/10.1007/s10670-022-00655-2

Nelissen, J. (2024). Dyscalculia in learning mathematics. Curriculum and Teaching, 39(2), 71-89. https://doi.org/10.7459/ct/390206

Norris, E., O’Mahony, A., Coyne, R., Varol, T., Green, J. A., Reynolds, J., & Toomey, E. (2024). Demystifying Open Science in health psychology and behavioral medicine: a practical guide to Registered Reports and Data Notes. Health Psychology and Behavioral Medicine, 12(1), Article 2351939. https://doi.org/10.1080/21642850.2024.2351939

Øyehaug, A. B., Kouns, M., & Savelsbergh, E. R. (2024). Teachers’ use of inquiry and language scaffolding questions when preparing an experiment. European Journal of Science and Mathematics Education, 12(1), 139-155. https://doi.org/10.30935/scimath/14074

Ratti, E., & Russo, F. (2024). Science and values: a two-way direction: Paper in Philosophy of Science in Practice. European Journal for Philosophy of Science, 14(1), 1-23. Article 6. https://doi.org/10.1007/s13194-024-00567-8

Rijborz, D., & Veldhuis, M. (2024). Omgevingsbewustzijn ontwikkelen met een digitale tool. Tijdschrift voor Lerarenopleiders, 45(3), 1-20.

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

Snelders, S. (2024). Drank en drugs in de achttiende eeuw: Veranderende consumptiepatronen. Jaarboek De achttiende eeuw, 24(56), 45-56. https://doi.org/10.5117/DAE2024.004.SNEL

Theunissen, B. (2024). Virtues and vocation: An historical perspective on scientific integrity in the twenty-first century. Endeavour, 48(1), Article 100915. https://doi.org/10.1016/j.endeavour.2024.100915

van Baalen, M., van der Velden, L., van der Gronde, T., & Pieters, T. (2024). Developing a translational research framework for MDD: combining biomolecular mechanisms with a spiraling risk factor model. Frontiers in Psychiatry, 15, 1-21. Article 1463929. https://doi.org/10.3389/fpsyt.2024.1463929

van Harskamp, M., Knippels, M.-C., & van Joolingen, W. (2024). Environmental Citizenship: Dutch students’ sustainability competences and avenues for science education. Journal of Environmental Education, 55(4), 267-288. https://doi.org/10.1080/00958964.2024.2306160

Veldhuis, M., & Boerma, I. (2024). Kijk naar jezelf! Universitaire pabostudenten ontwerpen en onderzoeken een geïntegreerd aanbod taal en rekenen-wiskunde. Volgens Bartjens Ontwikkeling en Onderzoek, 43(5), 45-62. https://www.volgens-bartjens.nl/art/50-8013_Kijk-naar-jezelf-Universita…

Vonk, A. N., Bos, M., & van Sebille, E. (2024). Journalism Versus Churnalism: How News Factors in Press Releases Affect Journalistic Processing of Ocean Plastic Research in Newspapers Globally. Journalism Studies, 25(16), 2031-2050. https://doi.org/10.1080/1461670X.2024.2409836

Wang, H., Varol, T., Gültzow, T., Zimmermann, H. M. L., Ruiter, R. A. C., & Jonas, K. J. (2024). Spatio-temporal distributions of COVID-19 vaccine doses uptake in the Netherlands: a Bayesian ecological modelling analysis. Epidemiology and Infection, 152, Article e119. https://doi.org/10.1017/S0950268824001249

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

Wezendonk, A., & Veldhuis, M. (2024). Adaptieve leersystemen en de didactische besluitvorming van basisschoolleerkrachten bij rekenen-wiskunde. Tijdschrift voor Onderwijspraktijkstudies (TOPS), 2, 1-18. https://doi.org/10.54657/TOPS.13844

Wijnen, F., Strick, M., Bos, M., & Van Sebille, E. (2024). Evaluating the impact of climate communication activities by scientists: what is known and necessary? Geoscience Communication, 7(2), 91-100. https://doi.org/10.5194/gc-7-91-2024

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

Wunsch, G., Gourbin, C., & Russo, F. (2024). Big Data, Demography, and Causality. Open Journal of Social Sciences, 12(1), 181-206. https://doi.org/10.4236/jss.2024.121012

Yunianto, W., Prahmana, R. C. I., Putri, R. I. I., Wijers, M., Darmawijoyo, & van Eerde, D. (2024). Learning Trajectories for the Learning Area of Triangles and Quadrilaterals. Curriculum and Teaching, 39(1), 79-95. https://doi.org/10.7459/ct/390106

Book chapters

Blankendaal, K., Meulenbroeks, R. FG., & van Joolingen, W. (2024). Connecting Science Education with Cultural Heritage: Proceedings of the ESERA 2023 Conference. In ESERA: The 15th Conference of the European Science Education Research Association (ESERA) (pp. 518-522). ESERA.

Derakhshani, M., & Bacciagaluppi, G. (2024). On multi-time correlations in stochastic mechanics. In Boston Studies in the Philosophy and History of Science (pp. 61-78). (Boston Studies in the Philosophy and History of Science; Vol. 344). Springer. https://doi.org/10.1007/978-3-031-49861-9_5

Doorman, M., Šipuš, Ž. M., Šorgo, A., Lykknes, A., Weinberg, L., Bilek, M., & Maass, K. (2024). A key-competence approach to teaching standard topics in STEM. In M. Doorman, E. Schäfer, & K. Maass (Eds.), STEM & open schooling for sustainability education: Proceedings of the 4th Educating the Educators Conference (pp. 42-47). WTM Verlag. https://doi.org/10.37626/GA9783959872744.0

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

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

Faletic, S., Bondani, M., Emigh, P., Krijtenburg - Lewerissa, K., Pospiech, G., & Michelini, M. (2024). Symposium on Teaching and Learning Quantum Physics. In C. Fazio, & P. Logman (Eds.), Challenges in Physics Education: Innovative Methodologies, Tools and Evaluation (1 ed., pp. 55-72). (Challenges in Physics Education; Vol. Part F2281). Springer. https://doi.org/10.1007/978-3-031-48667-8_4

Faletic, S., Bitzenbauer, P., Bondani, M., Chiofalo, M., Goorney, S. R., Krijtenburg-Lewerissa, K., Mishina, O., Müller, R., Pospiech, G., Ercan, Malgieri, M., Merzel, A., Michelini, M., Onorato, P., Pol, H., Santi, L., Seskir, Z. C., Sherson, J., Stadermann, H. K. E., ... Zabello, O. (2024). Contributions from Pilot Projects in Quantum Technology Education as Support Action to Quantum Flagship. In Teaching and Learning Physics Effectively in Challenging Times (pp. 219-238). (Challenges in Physics Education; Vol. Part F3953). Springer. https://doi.org/10.1007/978-3-031-72541-8_15

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

Illari, P., & Russo, F. (2024). The metaphysics and epistemology of causal production: The prospects of variation to trace the transmission of information. In Alternative Approaches to Causation: Beyond Difference-making and Mechanism (pp. 153-174). Oxford University Press. https://doi.org/10.1093/oso/9780192863485.003.0007

Illari, P., & Russo, F. (2024). Introduction: The mosaic of causal theory: Whence and Whither. In The Routledge Handbook of Causality and Causal Methods (pp. 1-36). Taylor and Francis. https://doi.org/10.4324/9781003528937-1

Linthorst, M., Korte, S., & Doorman, M. (2024). The implementation of school-community-projects and the effects on students’ sustainability consciousness. In M. Doorman, E. Schäfer, & K. Maass (Eds.), STEM & open schooling for sustainability education: Proceedings of the 4th Educating the Educators Conference (pp. 202-204). WTM Verlag. https://doi.org/10.37626/GA9783959872744.0

Ohtani, M., Doorman, M., Barquero, B., Johnson, H., & Sun, X. (2024). Task Design and Analysis. In Proceedings of the 14th International Congress on Mathematical Education (Vol. 1, pp. 515-522). World Scientific Publishing Co. Pte Ltd. https://doi.org/10.1142/13700-vol1

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

Russo, F., Broadbent, A., Castellani, B., Fustolo-Gunnink, S., Rod, N. H., Rod, M. H., Moore, S., Rutter, H., Stronks, K., & Uleman, J. (2024). A pluralistic (mosaic) approach to causality in health complexity. In The Routledge Handbook of Causality and Causal Methods (pp. 241-253). Taylor and Francis. https://doi.org/10.4324/9781003528937-27

Snelders, S. (2024). Dutch colonial medicine and empire building in the tropics: The cases of leprosy and drug use in the Dutch East and West Indies compared. In M. Capocci, & D. Cozzoli (Eds.), Empires, the Nation and Tropical Medicine (1885 - 1960) (pp. 53-71). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-38805-7_3

Snelders, S. (2024). Ecopiraterij: Criminelen tegen ecocide? In D. van Uhm (Ed.), Basisboek groene criminologie (pp. 407-433). Boom. https://www.boomportaal.nl/boek/9789047302339#1

Veldkamp, A., & Korte, S. (2024). Fostering learning on sustainability: Plastic soup with escape boxes. In Stem & open schooling for sustainability education: Proceedings of the 4th Educating the Educators Conference (pp. 96-104). WTM Verlag. https://doi.org/10.37626/GA9783959872744.0

Verhelst, D., Mogren, A., Boeve-de Pauw, J., & van Petegem, P. (2024). Getting to a whole school approach: Lessons from school effectiveness and school improvement in ESD research. In A. E. J. Wals, B. Bjønness, & I. Eikeland (Eds.), Sustainable Development Goals Series: Education renewal in times of distress (pp. 71-86). (Sustainable Development Goals Series; Vol. Part F3104). Springer. https://doi.org/10.1007/978-3-031-56172-6_5

PhD theses

de Waard, E. F. (2024). Into the cycle of sustainability: Fostering students’ life cycle reasoning in secondary chemistry education. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/2510

van der Linden, A. (2024). Chasing Newton: Designing and implementing an intrinsically integrated game on Newtonian mechanics. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/2340

Conference papers

Bakker, A., & Cai, J. (2024). The Future of Mathematics Education Research: A Discussion Group. In Proceedings of the 14th International Congress on Mathematical Education (pp. 649-652). ICME-14. https://doi.org/10.1142/9789811287152_0088

Bos, R., & Brinks, L. (2024). Teaching the derivative using arrow graphs in GeoGebra. In E. Faggiano, A. Clark-Wilson, M. Tabach, & H.-G. Weigand (Eds.), Proceedings of the 17th ERME Topic Conference MEDA 4 (pp. 113-120). University of Bari Aldo Moro. https://www.uniba.it/it/ateneo/editoria-stampa-e-media/linea-editoriale…

Bos, R., & Kuijpers, R. (2024). Assessment through mathematical problem-posing. In P. Iannone, F. Moons, C. Drüke-Noe, E. Gerianou, F. Morselli, K. Klingbeil, M. Veldhuis, S. Olsher, & H. Corinna (Eds.), Proceedings of FAME 1– Feedback & Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands): FAME- Feedback & Assessment in Mathematics Education, Utrecht University & ERME, Jun 2024, Utrecht, Netherlands (pp. 63-70). Utrecht University. http://10.5281/zenodo.14231455

Ferdinand, R., Vo, G. M., Chytas, C., Diethelm, I., & Pancratz, N. (2024). Towards Developing a Concept Inventory to Assess Conceptual Reconstruction in Computer Science Teacher Education Programs. In EDUCON 2024 - IEEE Global Engineering Education Conference, Proceedings (IEEE Global Engineering Education Conference, EDUCON). IEEE. https://doi.org/10.1109/EDUCON60312.2024.10578928

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

Keuning, H., Alpizar-Chacon, I., Lykourentzou, I., Beehler, L., Köppe, C., de Jong, I., & Sosnovsky, S. (2024). Students' Perceptions and Use of Generative AI Tools for Programming Across Different Computing Courses. In J. Leinonen, & A. Mühling (Eds.), Koli Calling '24: Proceedings of the 24th Koli Calling International Conference on Computing Education Research (pp. 1-12). Association for Computing Machinery. https://doi.org/10.1145/3699538.3699546

Klingbeil, K., & Moons, F. (2024). Unravelling (Mis)conceptions about Algebraic Letters: Exploring Response Patterns in the 'Meaning of Letters' SMART-test using Latent Class Analysis. In P. Iannone, F. Moons, C. Drüke-Noe, E. Geraniou, F. Morselli, K. Klingbeil, M. Veldhuis, & S. Olsher (Eds.), Proceedings of FAME 1 – Feedback & Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands) (pp. 170-177). Utrecht University. https://doi.org/10.5281/zenodo.14231455

Moons, F., & Vandervieren, E. (2024). Blind versus visible checkbox grading: Does not seeing the grades when assessing mathematics enhance inter-rater reliability? In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), July 10-14, 2023, Budapest, Hungary (Alfréd Rényi Institute of Mathematics and ERME) (pp. 4012-4019). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/CERME13/hal-04413554v1

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

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

Professional publications

Alstein, P. (2024). Speciale relativiteitstheorie door de ogen van de waarnemer. Nederlands Tijdschrift voor Natuurkunde, 2024(12).

Baneke, D. (2024). Het weerbericht in Nederland: een geschiedenis. Zenit, 16-24.

Boot, R. (2024). Natuurkunde leren met computermodellen. NVOX, 2024(4), 32-34.

Bos, R. (2024). De afgeleide als veranderingsfactor. Euclides, 100(2), 14-17.

Bosker, R. J., Kuiper, R., Nieveen, N., Raijmakers, M. E. J., Savelsbergh, E., van Schoonhoven, R., & van Tartwijk, J. (2024). Curriculumonderhoud organiseren: Naar een ecosysteem van gedeelde verantwoordelijkheid: Tussenadvies 5B . Curriculumcommissie. https://www.rijksoverheid.nl/documenten/rapporten/2024/04/11/tussenadvi…

Brons, J., Vermeulen, B., & Bos, R. (2024). Nieuwe examenprogramma's wiskunde in de maak voor havo en vwo. Nieuw archief voor wiskunde. Serie 5, 25(1), 22-25. https://www.nieuwarchief.nl/serie5/toonnummer.php?deel=25&nummer=1&taal…

Doorman, M. (2024). Wiskunde en poëzie. Euclides, 99(6), 12-15.

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

Moons, F. (2024). De grootste omwenteling moet van onszelf komen: Zelfverwezenlijking als sleutel voor onderwijskwaliteit. Th&ma, 2024(1), 59-62. https://www.themahogeronderwijs.org/110-2976_h1-De-grootste-omwenteling…

Moons, F. (2024). Wiskunde en verkiezingen. Uitwiskeling, 40(1), 17-42. https://www.uitwiskeling.be/2024/02/05/wiskunde-en-verkiezingen/

Oonk, W., Keijzer, R., Lit, S., & Figueiredo, N. (2024). Wiskunde in de Praktijk: Kennisbasis. (3 ed.) (Wiskunde in de Praktijk). Noordhoff Uitgevers.

Pieters, T. (2024). ‘Help ik ben besmet’ De illusie doorgeprikt van een ‘intelligente’ lockdown. Tijdschrift Voor Geschiedenis, 137(2), 205-214. https://doi.org/10.5117/TVG2024.2.009.PIET

Pieters, T. (2024). Al ruime eeuw vinger aan de pols bij opioïdgebruik. Pharmaceutisch Weekblad, 159(43), 16-19. https://www.pw.nl/achtergrond/2024/al-ruime-eeuw-vinger-aan-de-pols-bij…

Ummels, M. (2024). Postdoc-positie op school. NVOX, 14-15.

Vilarta Rodriguez, L., van den Berg, E., de Jong, T., Krijtenburg - Lewerissa, K., & van der Veen, J. (2024). Quantum tunneling: Een tweetal digitale lessen. NVOX, 2024(5). https://www.nvon.nl/nvox/nvox-2024-5-geheel

Publications aimed at the general public

Huistra, H. (2024). Medische verzameldrift. Wonderkamer, 9, 40-45.

Moons, F. (2024). Goed wiskundeonderwijs is géén hogere wiskunde. Knack. https://www.knack.be/nieuws/belgie/onderwijs/goed-wiskundeonderwijs-is-…

Vanderheyden, L. (2024). En wat met de vrucht? Het achterlaten van foetussen in de grachten van Amsterdam. Wonderkamer, (9), 14-19.

van Wijk, J., & Besamusca, A. (2024). Origami en Wiskunde. (Zebra reeks). Epsilon Uitgaven.

Other research outputs

Alkemade, E., Deeg, N., Guillén Almiñana, C., Nasrullah Khan, S., Morales Hernández, O., Nieves Delgado, A., Schure, E., Whittle, M., & Wouters, H. (2024). Global Epistemologies and Philosophies of Science: Global Dialogues and New Directions for Philosophy of Science. Journal for General Philosophy of Science - Zeitschrift für allgemeine Wissenschaftstheorie, 55(3), 469–478. https://doi.org/10.1007/s10838-023-09660-7

Alstein, P., Krijtenburg - Lewerissa, K., & van Joolingen, W. (2024). Hands-on with Relativity Lab: a simulation environment for special relativity in secondary education. Abstract from World Conference on Physics Education, Krakow, Poland.

Boot, R., Krijtenburg - Lewerissa, K., & van Joolingen, W. (2024). Assessing students' understanding of computational modelling in physics. Abstract from World Conference on Physics Education, Krakow, Poland.

Bos, R., & Floor, I. (2024). The augmented reality sandbox as an embodied learning environment for mathematics. 420-421. https://www.uniba.it/it/ateneo/editoria-stampa-e-media/linea-editoriale…

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

Doorman, M., Schäfer, E., & Maass, K. (2024). STEM & Open Schooling for Sustainability Education: Proceedings of the 4th Educating the Educators Conference. WTM Verlag. https://doi.org/10.37626/GA9783959872744.0

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

Forgiarini, L. (2024). Unstable Bonds: CERN’s relations with its peripheral member states, 1950s-1960s.

Klingbeil, K., & Moons, F. (2024). Investigating Students' Understanding of Algebraic Letters using Latent Class Analysis. Proceedings of the International Group for the Psychology of Mathematics Education, 3, 145-152. https://www.igpme.org/publications/current-proceedings/

Köppe, C., Verhoeff, R. P., & Joolingen, W. V. (2024). Elements for understanding and fostering self-assessment of learning artifacts in higher education. Frontiers in Education, 9, Article 1213108. https://doi.org/10.3389/feduc.2024.1213108

Moons, F. (2024). Proceedings of FAME 1: Feedback & Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands). Feedback & Assessment in Mathematics Education (ETC 14). https://doi.org/10.5281/zenodo.14231455

Vonk, A., Bos, M., & van Sebille, E. (2024). A comparative study of frames and narratives identified within scientific press releases on ocean climate change and ocean plastic. 1-22. https://doi.org/10.22323/2.23010201

Wille, R.-J. (2024). Transcontinental meteorology infrastructures from Ancient Mesopotamia to the Early Modern Age. In Oxford Research Encyclopedia of Environmental Science Oxford University Press. https://doi.org/10.1093/acrefore/9780199389414.013.731

Wille, R.-J. (2024). Absent Balloons? How a Global Germany Contributed to a European Physics of the Atmosphere. NTM International Journal of History and Ethics of Natural Sciences, Technology and Medicine, 32(1), 81-92. https://doi.org/10.1007/s00048-023-00373-y

Misc.

Gelderblom, M. (2024). De ‘levenslijn’ van Christiaan Huygens. Web publication/site https://www.shellsandpebbles.com/2024/11/25/de-levenslijn-van-christiaa…

Rotem, S. (2024). Critical incidents and prospective teacher noticing. Digital or Visual Products, Math Ed Podcast By Samuel Otten.

Spijkstra, M. (2024). De school stimuleert een wiskundige attitude van leerlingen: Kerndoel A in de conceptkerndoelen voor rekenen-wiskunde. Poster session presented at Onderwijs meets Onderzoek 2024, Utrecht, Netherlands.

Vanderheyden, L. (2024, Apr 2). The story of a boy whose life continued after death. https://www.shellsandpebbles.com/2024/04/02/the-story-of-a-boy-whose-li…

Books

Moons, F. (2023). Semi-automated assessment of handwritten mathematics tasks: Atomic, reusable feedback for assessing student tests by teachers and exams by a group of assessors. [Doctoral thesis 3 (Research UU / Graduation NOT UU), University of Antwerp]. https://hdl.handle.net/10067/1980770151162165141

Snelders, S. (2023). Drug Smuggler Nation: Narcotics and the Netherlands, 1920-1995. Manchester University Press.

Refereed articles

Alstein, P., Krijtenburg - Lewerissa, K., & van Joolingen, W. (2023). Designing and Evaluating Relativity Lab: A Simulation Environment for Special Relativity Education at the Secondary Level. Journal of Science Education and Technology, 32(5), 759-772. https://doi.org/10.1007/s10956-023-10059-8

Aluri, P. K., Cea, P., Chingangbam, P., Chu, M.-C., Clowes, R. G., Hutsemékers, D., Kochappan, J. P., Lopez, A. M., Liu, L., Martens, N. C. M., Martins, C. J. A. P., Migkas, K., Colgáin, E. Ó., Pranav, P., Shamir, L., Singal, A. K., Sheikh-Jabbari, M. M., Wagner, J., Wang, S.-J., ... Zhao, W. (2023). Is the observable Universe consistent with the cosmological principle? Classical and Quantum Gravity, 40(9), 1-103. Article 094001. https://doi.org/10.1088/1361-6382/acbefc

Blankendaal, K., Meulenbroeks, R. FG., & van Joolingen, W. (2023). Digital Research Skills in Secondary Science Education: A Guiding Framework and University Teachers’ Perception. European Journal of STEM Education, 8(1), 1-14. Article 3. https://doi.org/10.20897/ejsteme/13017

Boels, L. (2023). Reflections on gaze data in statistics education. Teaching Statistics, 45(S1), S40-S51. https://doi.org/10.1111/test.12340

Boels, L., Lyford, A., Bakker, A., & Drijvers, P. (2023). Assessing Students’ Interpretations of Histograms Before and After Interpreting Dotplots: A Gaze-Based Machine Learning Analysis. Frontline Learning Research, 11(2), 1-30. https://doi.org/10.14786/flr.v11i2.1139

Boonstra, K., Kool, M., Shvarts, A., & Drijvers, P. (2023). Theories and practical perspectives on fostering embodied abstraction in primary school geometry education. Frontiers in Education, 8, 1-13. Article 1162681. https://doi.org/10.3389/feduc.2023.1162681

Borkulo, S. P. V., Chytas, C., Drijvers, P., Barendsen, E., & Tolboom, J. (2023). Spreadsheets in Secondary School Statistics Education: Using Authentic Data for Computational Thinking. Digital Experiences in Mathematics Education, 9, 420–443. https://doi.org/10.1007/s40751-023-00126-5

Börstler, J., Bennin, K. E., Hooshangi, S., Jeuring, J., Keuning, H., Kleiner, C., MacKellar, B., Duran, R., Störrle, H., Toll, D., & van Assema, J. (2023). Developers talking about code quality. Empirical Software Engineering, 28(6), 1-31. Article 128 . https://doi.org/10.1007/s10664-023-10381-0

Bos, R. C., & Bos, M. J. W. (2023). Factors affecting communication between transgender and non-binary individuals and general practitioners: Recommendations for inclusive interactions. SSM - Qualitative Research in Health, 3, 1-9. Article 100284. https://doi.org/10.1016/j.ssmqr.2023.100284

De Loof, H., Ceuppens, S., De Meester, J., Govaerts, L., Thibaut, L., De Cock, M., Dehaene, W., Depaepe, F., Knipprath, H., Boeve-de Pauw, J., & van Petegem, P. (2023). Toward a Framework of Integrating Ability: Conceptualization and Design of an Integrated Physics and Mathematics Test. Education Sciences, 13(3), Article 249. https://doi.org/10.3390/educsci13030249

Faber, W. R., Sewpersad, K., Menke, H., Avanzi, C., Geluk, A., & Pieters, T. (2023). Origin and spread of leprosy in Suriname. A historical and biomedical study. Frontiers in Tropical Diseases, 4, 1-10. Article 1258006. https://doi.org/10.3389/fitd.2023.1258006

Galison, P., Doboszewski, J., Elder, J., Martens, N. C. M., Ashtekar, A., Enander, J., Gueguen, M., Kessler, E. A., Lalli, R., Lesourd, M., Marcoci, A., Ramírez, S. M., Natarajan, P., Nguyen, J., Reyes-Galindo, L., Ritson, S., Schneider, M. D., Skulberg, E., Sorgner, H., ... Wüthrich, A. (2023). The Next Generation Event Horizon Telescope Collaboration: History, Philosophy, and Culture. Galaxies, 11(1), 1-23. Article 32. https://doi.org/10.3390/galaxies11010032

Groothuijsen, S. E. A., Bronkhorst, L. H., Prins, G. T., & Kuiper, W. (2023). Scope, nature and progress of impact in practice-oriented educational research: a conceptual and empirical substantiation. Research Papers in Education, 38(3), 378-402. https://doi.org/10.1080/02671522.2021.1974529

Janssens, M., Gaillard, S., Haan, J. D., Leeuw, W. D., Brooke, M., Burke, M., Flores, J., Kruijen, I., Menon, J., Smith, A., Tiebosch, I., & Weijdema, F. (2023). How open science can support the 3Rs and improve animal research. Research Ideas and Outcomes, 9, 1-23. Article e105198. https://doi.org/10.3897/rio.9.e105198

Jessen, B., Bos, R., Doorman, M., & Winsløw, C. (2023). 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, 12(1), 52-64. https://doi.org/10.1108/IJLLS-01-2022-0009

Johnson, M., Akiyama, K., Blackburn, L., Bouman, K. L., Broderick, A., Cardoso, V., Fender, R., Fromm, C., Galison, P., Gómez, J. L., Haggard, D., Lister, M., Lobanov, A., Markoff, S., Narayan, R., Natarajan, P., Nichols, T., Pesce, D. W., Younsi, Z., ... Wielgus, M. (2023). Key Science Goals for the Next-Generation Event Horizon Telescope. Galaxies, 11(3), Article 61. https://doi.org/10.3390/galaxies11030061

Kamphorst, F., Vollebregt, M., Savelsbergh, E., & van Joolingen, W. (2023). An Educational Reconstruction of Special Relativity Theory for Secondary Education. Science and Education, 32(1), 57-100. https://doi.org/10.1007/s11191-021-00283-2

Kasch, J., Schutjens, V. A. J. M., Bootsma, M. C., Van Dam, F. W., Kirkels, A. F., van der Molen, M. K., Rimac, A., & Rebel, K. T. (2023). Distance and presence in interdisciplinary online learning. A challenge-based learning course on sustainable cities of the future. Journal of Integrative Environmental Sciences, 20(1), 1-30. Article 2185261. https://doi.org/10.1080/1943815X.2023.2185261

Li, J., Goei, S. L., & Van Joolingen, W. R. (2023). A case study of teacher learning in enacting maker pedagogy through lesson study. International Journal for Lesson and Learning Studies, 12(3), 240-256. https://doi.org/10.1108/IJLLS-04-2023-0042

Marcoci, A., Thresher, A. C., Martens, N., Galison, P., Doeleman, S. S., & Johnson, M. D. (2023). Big STEM collaborations should include humanities and social science. Nature Human Behaviour, 7(8), 1229-1230. https://doi.org/10.1038/s41562-023-01674-x

Oosten, W., Vos, E., Los, L., Nelwan, M., & Pieters, T. (2023). Towards a new dynamic interaction model of adolescent CUD manifestation, prevention and treatment: a narrative review. Psychoactives, 2 (4), 294–316. https://doi.org/10.3390/psychoactives2040019

Pieters, T., Meredith, A. L., & Braig, H. R. (2023). More on Autochthonous Leprosy in the United States. The New England journal of medicine, 389(10), 963-964. https://doi.org/10.1056/NEJMc2308758

Pieters, T. (2023). The Imperative of Regulation: The Co-creation of a Medical and Non-medical US Opioid Crisis. Psychoactives, 2(4), 317–336. https://doi.org/10.3390/psychoactives2040020

Pittalis, M., & Drijvers, P. (2023). Embodied instrumentation in a dynamic geometry environment: eleven-year-old students’ dragging schemes. Educational Studies in Mathematics, 113(2), 181-205. https://doi.org/10.1007/s10649-023-10222-3

Sass, W., De Maeyer, S., Boeve-de Pauw, J., & van Petegem, P. (2023). Honing action competence in sustainable development: what happens in classrooms matters. Environment, Development and Sustainability, 25(4), 3649–3670. https://doi.org/10.1007/s10668-022-02195-9

Schoegje, T., Vries, A. D., Hardman, L., & Pieters, T. (2023). Improving the Effectiveness and Efficiency of Web-Based Search Tasks for Policy Workers. Information, 14(7), 1-21. Article 371. https://doi.org/10.3390/info14070371

Shvarts, A., & van Helden, G. (2023). Embodied learning at a distance: From sensory-motor experience to constructing and understanding a sine graph. Mathematical Thinking and Learning, 25(4), 409-437. https://doi.org/10.1080/10986065.2021.1983691

Shvarts, A., & Abrahamson, D. (2023). Coordination Dynamics of Semiotic Mediation: A Functional Dynamic Systems Perspective on Mathematics Teaching/Learning. Constructivist Foundations, 18(2), 220-234. https://constructivist.info/18/2/220.shvarts

Smit, E., Tuithof, H., Savelsbergh, E., & Béneker, T. (2023). Geography Teachers’ Pedagogical Content Knowledge: A Systematic Review. Journal of Geography, 122(1), 20-29. https://doi.org/10.1080/00221341.2023.2173796

Smit, J., Chisari, L. B., Kouns, M., Bergliot Oyehaug, A., Savelsbergh, E., & Hajer, M. (2023). Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program. European Journal of STEM Education, 8(1), Article 07. https://doi.org/10.20897/ejsteme/13643

Snelders, S. (2023). Normalisation and Ambivalence: Tobacco in the Seventeenth-Century Dutch Republic. Cultural and Social History, 20(1), 11-26. https://doi.org/10.1080/14780038.2021.1976701

Snelders, S., De Koning, R., & Stronks, E. (2023). Niet zo beschaafd als we dachten: Koffiehuizen, sociabilisering en literaire socialisatie in Amsterdam, c. 1685 – c. 1785. Tijdschrift Voor Nederlandse Taal-en Letterkunde, 139(1), 29-62. https://doi.org/10.5117/TNTL2023.1.002.KONI

Sorge, S., Doorman, M., Maass, K., Straser, O., Hesse, A., Jonker, V., & Wijers, M. (2023). Supporting mathematics and science teachers in implementing intercultural learning. ZDM - Mathematics Education, 55(5), 981–993. https://doi.org/10.1007/s11858-023-01478-3

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

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

van Harskamp, M., Knippels, M.-C., Boeve-de Pauw, J., & van Joolingen, W. (2023). The environmental citizenship opinions questionnaire: a self-assessment tool for secondary students. Frontiers in Education, 8, 1-12. Article 1182824. https://doi.org/10.3389/feduc.2023.1182824

van Leendert, A.-M., Boonstra, L., Doorman, M., Drijvers, P., van der Steen , J., & Pel , J. (2023). An Exploratory Study to Improve Reading and Comprehending Mathematical Expressions in Braille. British Journal of Visual Impairment, 41(2), 312-327. Article 02646196211044972. https://doi.org/10.1177/02646196211044972

Versteegh, E. A. A., Van Dover, C., Van Audenhaege, L., & Coleman, M. (2023). Multiple nutritional strategies of hydrothermal vent shrimp (Rimicaris hybisae) assemblages at the Mid-Cayman Rise. Deep-Sea Research Part I: Oceanographic Research Papers, 192, 1-8. Article 103915. https://doi.org/10.1016/j.dsr.2022.103915

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

Non-refereed articles

Bellotti, F., Baalsrud Hauge, J., Gentile, M., Jeuring, J., Marfisi-Schottman, I., Ninaus, M., Veltkamp, R. C., Wanick, V., & Berta, R. (2023). Alessandro De Gloria: 1955 - 2023. International Journal of Serious Games, 10(1). https://doi.org/10.17083/ijsg.v10i1.612

Kasch, J., Bootsma, M., Schutjens, V., Dam, F. V., Kirkels, A., Prins, F., & Rebel, K. (2023). Experiences and perspectives regarding challenge-based learning in online sustainability education. Emerald Open Research, 1(3), Article 27. https://doi.org/10.35241/emeraldopenres.14664.1

Pieters, T., & Menke, H. (2023). 'Caribisch Enigma': De historisch ongrijpbare oorzaak en transmissie van lepra ('ziekte van Hansen'). De boekenwereld, 39(3), 34-39. https://doi.org/10.5117/DBW2023.3.010.MENK

Selan, J., Theunissen, B., & van den Hoven, M. (2023). Teaching Research Integrity. Center for Educational Policy Studies Journal,  13(3), 7-10. https://doi.org/10.26529/cepsj.1759

Shvarts, A., & Abrahamson, D. (2023). Authors’ Response: From 20th-Century Dialectics and Deconstruction to 21st-Century Transformative Monism. Constructivist Foundations, 18(2), 253-258. https://constructivist.info/18/2/253.shvarts

Book chapters

Baneke, D. (2023). Big Astronomy: large telescopes and the dual narrative of impact. In Big Science in the 21st Century: Economic and societal impacts IOP Publishing. https://doi.org/10.1088/978-0-7503-3631-4ch28

Boels, L., & Shvarts, A. (2023). Introducing Density Histograms to Grades 10 and 12 Students: Design and Tryout of an Intervention Inspired by Embodied Instrumentation. In G. F. Burrill, L. de Oliveria Souza, & E. Reston (Eds.), Research on Reasoning with Data and Statistical Thinking: International Perspectives (pp. 143-167). Springer. https://doi.org/10.1007/978-3-031-29459-4_14

Ceballos, H., van den Bogaart, T., Spandaw, J., van Ginkel, S., & Drijvers, P. (2023). Three complementary frameworks to capture student peer discussion in problem solving. In P. Drijvers, C. Csapodi, H. Palmer, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 1559-1566). Alfréd Rényi Institute of Mathematics and ERME.

Drijvers, P., Moons, F., Klinger, M., Thurm, D., Vandervieren, E., & Barzel, B. (2023). What went well, what went badly? Teachers’ and students’ perspectives on remote mathematics teaching during pandemic school closure. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-030-95060-6_33-1

Drijvers, P., Csapodi, C., Palmer, H., Gosztonyi, K., & Kónya, E. (2023). Introduction to the proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education. In P. Drijvers, C. Csapodi, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 3-5). Alfréd Rényi Institute of Mathematics and ERME.

Haspekian, M., Kieran, C., Drijvers, P., Bråting, K., & Tabach, M. (2023). Algebra Education and Digital Resources: A Long-Distance Relationship? In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education (pp. 1–33). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-030-95060-6_16-1

Heyman, S., Jansen, T., Sass, W., Michels, N., Boeve-de Pauw, J., van Petegem, P., & Keune, H. (2023). How education can be leveraged to foster adolescents’ nature connection. In J. Cincera, B. Johnson, D. Goldman, I. Alkaher, & M. Medek (Eds.), Outdoor Environmental Education in the Contemporary World (pp. 83-94). (International Explorations in Outdoor and Environmental Education; Vol. 12). https://doi.org/10.1007/978-3-031-29257-6_5

Martens, N. C. M., & King, M. (2023). Doing More with Less: Dark Matter & Modified Gravity. In Philosophy of Astrophysics: Stars, Simulations, and the Struggle to Determine What is Out There (pp. 91-107). (Synthese Library; Vol. 472). Springer. https://doi.org/10.1007/978-3-031-26618-8_6

Muller, F. (2023). Six Measurement Problems of Quantum Mechanics. In J. R. B. Arenhart, & R. W. Arroyo (Eds.), Non-Reflexive Logics, Non-Individuals, and the Philosophy of Quantum Mechanics : Essays in Honour of the Philosophy of Décio Krause (1 ed., pp. 225-259). (Synthese Library; Vol. 476). Springer. https://doi.org/10.1007/978-3-031-31840-5_12

Olsher, S., Chazan, D., Drijvers, P., Sangwin, C., & Yerushalmy, M. (2023). Digital assessment and the “machine”. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education (pp. 1–27). (Springer International Handbooks of Educatio). Springer. https://doi.org/10.1007/978-3-030-95060-6_44-1

Russo, F., & Rihoux, B. (2023). Qualitative Comparative Analysis (QCA): A pluralistic approach to causal inference. In H. Kincaid, & J. Van Bouwel (Eds.), The Oxford Handbook of Philosophy of Political Science (pp. 243-265). (Oxford handbooks). The Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197519806.013.12

Snelders, S. (2023). From Psychiatric Clinics to Magical Center: LSD in the Netherlands. In E. Dyck, & C. Elcock (Eds.), Expanding Mindscapes: A Global History of Psychedelics (pp. 357-377). The MIT Press. https://doi.org/10.7551/mitpress/14417.003.0023

Van Dijk, G., & Savelsbergh, E. (2023). Making in Informal and Formal Settings. In Maker Education Meets Technology Education: Reflections on Good Practices (pp. 202-218). Brill. https://doi.org/10.1163/9789004681910_014

PhD theses

Bachtiar, R. (2023). Animated reasoning: Supporting Students’ Mechanistic Reasoning in Physics by Constructing Stop-Motion Animations. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/1972

Boels, L. B. M. M. (2023). Histograms: An educational eye. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/1867

Hattinga van 't Sant, E. A. (2023). De mythe van de alfaman: De dominantie van dominantie in de behavioural sciences, 1920-2020. Een historische reconstructie. [Doctoral thesis 2 (Research NOT UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/2057

van Harskamp, M. (2023). Ask, find out, and act: Fostering environmental citizenship through science education. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/1985

Conference papers

Boels, L., & van Dooren, W. (2023). Secondary school students interpreting and comparing dotplots: An eye-tracking study. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (Vol. 2, pp. 131-138). PME.

de Haan, D., de Vries, S., Drijvers, P., & Roorda, G. (2023). Implementing Learning Study to foster Mathematical Knowledge for Teaching: A case in preservice teacher education in the Netherlands. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 4908-4909). Alfréd Rényi Institute of Mathematics and ERME.

Keijzer, R., Kool, M., Veldhuis, M., Stuber, S., & Roelofs, J. (2023). Professionalizing primary school mathematics teacher educators. In EAPRIL 2022 Conference Proceedings (Vol. 8, pp. 10-22)

McGill, M. M., Heckman, S., Chytas, C., Diaz, L., Liut, M., Kazakova, V., Sanusi, I. T., Shah, S. M., & Szabo, C. (2023). Building Recommendations for Conducting Equity-Focused, High Quality K-12 Computer Science Education Research. In ITiCSE 2023: Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2 (pp. 565-566). (Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE; Vol. 2). Association for Computing Machinery (ACM). https://doi.org/10.1145/3587103.3594207

McGill, M. M., Heckman, S., Chytas, C., Liut, M., Kazakova, V., Sanusi, I. T., Shah, S. M., & Szabo, C. (2023). Conducting Sound, Equity-Enabling Computing Education Research. In Conducting Sound, Equity-Enabling Computing Education Research (pp. 30-56). ACM. https://doi.org/10.1145/3623762.3633495

Mulleners, N., Jeuring, J., & Heeren, B. (2023). Program Synthesis Using Example Propagation. In M. Hanus, & D. Inclezan (Eds.), Practical Aspects of Declarative Languages - 25th International Symposium, PADL 2023, Proceedings: 25th International Symposium, PADL 2023, Boston, MA, USA, January 16–17, 2023, Proceedings (1 ed., pp. 20-36). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 13880 LNCS). Springer. https://doi.org/10.1007/978-3-031-24841-2_2

Oliveira, E., Keuning, H., & Jeuring, J. (2023). Student Code Refactoring Misconceptions. In ITiCSE 2023 - Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education: Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 1 (pp. 19–25). (Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE; Vol. 1). Association for Computing Machinery (ACM). https://doi.org/10.1145/3587102.3588840

Schmidthaler, E., van Borkulo, S., Cápay, M., Kristinsdóttir, B., Läufer, T., Ludwig, M., Hornsby, D., Skogø, J., & Lavicza, Z. (2023). Design and Evaluation of Computational Thinking Tasks in the Project: Experiences Gained from Workshops with Secondary and Grammar School Students in Austria, the Netherlands, and Slovakia. In J. Jovanovic, I.-A. Chounta, J. Uhomoibhi, & B. McLaren (Eds.), Proceedings of the 15th International Conference on Computer Supported Education (CSEDU 2023) (Vol. 1, pp. 297-304). (International Conference on Computer Supported Education, CSEDU - Proceedings; Vol. 1). SciTePress. https://doi.org/10.5220/0011974700003470

Shvarts, A., & Zenger, L. (2023). Dynamic visualization and embodied design for trigonometry learning: looking or doing? In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 203-210). International Group for the Psychology of Mathematics Education. https://www.igpme.org/publications/current-proceedings/

Swidan, O., Bos, R., Faggiano, E., Yemen, K. S., Schacht, F., & Trgalová, J. (2023). An introduction to TWG16: Learning mathematics with technology and other resources. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 2855-2858). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/CERME13/hal-04394029v1

van der Lubbe, L., van Borkulo, S., Boon, P., van Velthoven, W. P. G., & Jeuring, J. (2023). Bridging the Computer Science Teacher Shortage with a Digital Learning Platform. In J. Jovanovic, I.-A. Chounta, J. Uhomoibhi, & B. McLaren (Eds.), Proceedings of the 15th International Conference on Computer Supported Education - Volume 1, CSEDU 2023 (Vol. 1, pp. 289-296). (International Conference on Computer Supported Education, CSEDU - Proceedings; Vol. 1). SciTePress. https://doi.org/10.5220/0011971900003470

van Wijk, J., Shvarts, A., Bos, R., & Doorman, M. (2023). Activate students? Let them fold! Mathematical paper folding in secondary education in France and Germany. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 4499-4506). European Society for Research in Mathematics Education.

Professional publications

Baneke, D. (2023). Schaduwen van Sterrenkunde. In M. Huisman, J. Koch, & D. van Miert (Eds.), Tastend door de tijd: een greep uit vier eeuwen Utrechtse wetenschapsgeschiedenis (pp. 21-22). Stichting Matrijs.

Baneke, D., Bruins, A., Hoeneveld, F., Schure, E., & Wille, R.-J. (2023). De bètafaculteit en het koloniale verleden. Een verkenning.

Borkulo, S. P. V. (2023). Het FIzier gericht op... Ruimtelijk inzicht met Augmented Reality in de wiskundeles. Euclides, 98(5), 18-19.

Bos, R., & van Beelen, G. (2023). Blended wiskundeonderwijs: uitdagingen en kansen. Euclides, 98(4), 14-17. https://www.nvvw.nl/2023/01/inhoud-euclides-98-4/

Bos, R. (2023). Wiskundig redeneren bij de Wiskunde B-dag. Euclides, 98(5), 8-11.

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

Bos, R. (2023). Stelling van Pythagoras: nieuw bewijs door scholieren. Euclides, 99(1), 32.

De Haan, D., Wijers, M., Belmer, M., & Jonker, V. (2023). Scoren! Opdracht onderbouw wiskunde dag 2023. Freudenthal Instituut, Universiteit Utrecht. https://www.fisme.science.uu.nl/toepassingen/29176/

Doorman, M., & Van den Boogaart, T. (2023). Gelijke kansen in de wiskundeles. Euclides, 98(7), 4-7.

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

Goei, S. L., & van Harskamp, M. (2023). Integreren van externe kennis in de praktijk. In S. de Vries, S. L. Goei, & N. Verhoef (Eds.), Basisboek Lesson Study in de lerarenopleiding (pp. 39-56). Boom.

Horikx, A., & Pieters, T. (2023). Inmiddels is 56% van de Apothekers in Nederland vrouw. Pharmaceutisch Weekblad, 158(43), 14-16. https://www.pw.nl/achtergrond/2023/inmiddels-is-56-van-de-apothekers-in…

Jonker, V., Wijers, M., Van Dijk, G., Van Galen, F., Keijzer, R., Markusse, A., Munk, F., Oosterwaal, L., Van Stralen, J., & Vink, V. (2023). De Afvalparade. Boek Grote Rekendag. Universiteit Utrecht / Malmberg. https://www.fisme.science.uu.nl/toepassingen/28921/

Kindt, M. (2023). Stelling van Pascal in 5 vwo. Euclides, 98(5), 32-35.

Kindt, M. (2023). Geen toonladders, maar muziek. Euclides, 98(6), 24-28.

Kindt, M. (2023). De parabool op school (1). Euclides, 98(7), 20-25.

Kindt, M. (2023). De parabool op school (2). Euclides, 99(2), 18-22.

Kindt, M. (2023). De parabool op school (3). Euclides, 99(3), 18-22.

Kool, M., Van Doornik-Beemer, H., Keijzer, R., Veldhuis, M., & van Zanten, M. (2023). Kwaliteitscriteria voor het reken-wiskundeonderwijs op de pabo. Volgens Bartjens, 42(4), 41-53. https://www.volgens-bartjens.nl/media/6/vboo42_04_01_kool_et_al_maart20…

Moons, F. (2023). Basisgeletterdheid wiskunde in de eerste graad A- en B-stroom. Uitwiskeling, 39(1), 14-37. https://www.uitwiskeling.be/2023/01/24/basisgeletterdheid-wiskunde-in-d…

Oonk, W., Keijzer, R., Lit, S., Barth, F., Den Engelsen, M., Lek, A., & van Waveren Hogervorst, C. (2023). Wiskunde in de praktijk: Kerninzichten. (4 ed.) Noordhoff Uitgevers.

Pieters, T. (2023). Belangstelling tonen vonden patiënten altijd heel prettig. Uitsluitend voor Apothekersassistenten, 18-19.

Savelsbergh, E. (2023). Leren Innoveren voor Duurzame Ontwikkeling. LENI-magazine, 4-5. https://issuu.com/hgu029/docs/hgu058_iii_leni_magazine_def/4

Simone, V. G., Jonker, V., & Wijers, M. (2023). Gecijferdheid telt mee, ook bij NT2. Tijdschrift voor Nt2 en taal in het onderwijs, 41(227). https://www-tijdschriftles-nl.proxy.library.uu.nl/inhoud/tijdschrift_ar…

Theunissen, B. (2023). ‘Silly walks’ en polderluchtvangers: Universitaire gebouwen in de Utrechtse binnenstad en in de Uithof. In M. Huisman, J. Koch, & D. van Miert (Eds.), Tastend door de tijd: Een greep uit vier eeuwen Utrechtse wetenschapsgeschiedenis (pp. 66-67). Matrijs.

Theunissen, B. (2023). De koeien achter kaas. In L. Cornips, M. Hendriksen, & G. Mak (Eds.), Kaas= NL? Melk, koe, ras, kolonie, taal, kunst, mest en meer (pp. 67-78). Sterck & De Vreese.

Theunissen, B. (2023). Hoe border collies de ‘ideale schapenhond’ werden – maar dat niet zijn. Geschiedenis Magazine, 2023(3), 48-51. https://geschiedenismagazine.nl/magazine/2023/3

Van der Zee, S., Bredeweg, B., Embrechts, A., Hotze, A., Jonker, V., Keijzer, R., Kruiskamp, M., Nieveen, N., Müller, A., Pennink, D., Pijls, M., & Poortman, C. (2023). STEM-netwerk: Leren van een lerend netwerk. Tijdschrift voor Lerarenopleiders, 44(2), 21-36.

van Wijk, J. (2023). Paper-folding in mathematics classes in the Netherlands, part 2. Mathematics in school, 74, 6-9.

Wijers, M., Jonker, V., Doorman, L. M., & Shvarts, A. (2023). Het FIzier gericht op... Ensite. Euclides, 98(4).

Wijers, M., Munk, F., Jonker, VI., & Hoogland, K. (2023). Raamwerk scholing en nascholing docent rekenen/gecijferdheid vo/mbo. Universiteit Utrecht. https://elbd.sites.uu.nl/2022/07/23/raamwerk-docent-rekenen-gecijferdhe…

Wijers, M., Korte, S., Gelauff, M., & Jonker, V. (2023). Het Fizier gericht op ... bèta-activiteiten voor meisjes. Euclides, 99(3), 36-37. https:///www.fisme.science.uu.nl/publicaties/literatuur/20231201_euclides.pdf

Wille, R.-J. (2023). Plus infra: Een academisch genootschap en de historische bodemwetenschap rondom Fort Vechten van 1773 tot nu. In M. Huisman, J. Koch, & D. V. Miert (Eds.), Tastend door de tijd: Een greep uit vier eeuwen Utrechtse wetenschapsgeschiedenis (pp. 40-41). Matrijs.

Wille, R.-J. (2023). De gordel van Kisjar: Wetenschap en fantasie in het Antropoceen. Stichting de Plantage.

Wille, R.-J. (2023). Preface by the Instructor. In C. Guillén Almiñana, M. Hellinga, & O. Morales Hernández (Eds.), Snippets of the Hypothetical: A Sci-Fi Collection of Wonders (pp. i-vii). Universiteit Utrecht / Hogeschool Utrecht.

Publications aimed at the general public

Di Quadros Rigoni, R., Busz, M., Zaitch, D., Snelders, S., & Van Diepen, G. (2023). De XTC-winkel: Een ‘ervaringsgericht’ publieksonderzoek. Poppi Drugs Museum.

Di Quadros Rigoni, R., Busz, M., Zaitch, D., Snelders, S., & Van Diepen, G. (2023). The XTC Store: An ‘Experiential’ Public Survey. Poppi Drugs Museum.  https://poppi.amsterdam/wp-content/uploads/2023/06/XTC-shop-results-rep…

van Leeuwen, L., Mooldijk, A., & van Rijn, R. (2023). Vijftig jaar mobiel Ioniserende Stralen Practicum! Nederlands Tijdschrift voor Natuurkunde, 89(12), 14-17.

Wille, R.-J. (2023). Balloncrisis toont aan dat we de stratosfeer als geopolitieke ruimte hebben onderschat. de Volkskrant. https://www.volkskrant.nl/columns-opinie/opinie-balloncrisis-toont-aan-…

Other research outputs

Baneke, D. (2023). Review of: Rob van den Berg, Een passie voor precisie. Frederik Kaiser (1808-1872), vader van de Leidse Sterrewacht (Amsterdam: Prometheus, 2022). BMGN - Low Countries Historical Review, 138, Article 31. https://doi.org/10.51769/bmgn-lchr.13818

Boels, L., Alberto, R., & Shvarts, A. (2023). Actions behind mathematical concepts: A logical-historical analysis. Paper presented at 13th congress of the European society for research in mathematics education, Budapest, Hungary. https://hal.science/hal-04420753

Boels, L. (2023). 1_Raw_Data_Students. Data set/Database, DataverseNL. https://doi.org/10.34894/WEKAYE

Boels, L. (2023). 3_Processed_Data_Students_12-Tasks. Data set/Database, DataverseNL. https://doi.org/10.34894/7KNEOH

Boels, L. (2023). 5_Source_code_MLA_gaze_data. Data set/Database, DataverseNL. https://doi.org/10.34894/PLCEBC

Boeve-de Pauw, J., Sass, W., van Petegem, P., & Van Ongevalle, J. (2023). Wetenschappelijke onderbouwing voor een kwalitatieve, effectieve en efficiënte opvolging van de werking van Duurzaam Educatiepunt: Voorstel voor een indicatorenset. KU Leuven.

Boeve-de Pauw, J., van Ongevalle, J., Sass, W., & van Petegem, P. (2023). Aanbevelingen tot een wetenschappelijke onderbouwing voor een kwalitatieve, effectieve en efficiënte opvolging van de werking van Duurzaam Educatiepunt. KU Leuven.

Bosma, E., Bakker, A., Zenger, L., & Blom, E. (2023). Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences. European Journal of Psychology of Education, 38(1), 225–247. https://doi.org/10.1007/s10212-021-00586-6

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

Jeuring, J. (2023). Automatic feedback and hints on steps students take when learning how to program. Abstract from Fachtagung Bildungstechnologien.

Jeuring, J., Groot, R., & Keuning, H. (2023). What Skills Do You Need When Developing Software Using ChatGPT? (Discussion Paper). (pp. 1-11). arXiv.

Keuning, H., Jeuring, J., & Heeren, B. (2023). A Systematic Mapping Study of Code Quality in Education. 5-11. Paper presented at 28th Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE 2023, Turku, Finland. https://doi.org/10.1145/3587102.3588777

Keuning, H., Jeuring, J., & Heeren, B. (2023). A Systematic Mapping Study of Code Quality in Education -- with Complete Bibliography. arXiv. https://doi.org/10.48550/arXiv.2304.13451

Moons, F., & Vandervieren, E. (2023). Measuring agreement among several raters classifying subjects into one-or-more (hierarchical) nominal categories. A generalisation of Fleiss' kappa. arXiv. https://doi.org/10.48550/arXiv.2303.12502

Oonk, W. (2023). Op weg naar conceptueel begrijpen: Onderzoeksproject Wiskunde & Didactiek Pabo Hogeschool van Amsterdam /Freudenthal Instituut, Universiteit Utrecht.

Palatnik, A., Abrahamson, D., Baccaglini-Frank, A., Ng, O., Shvarts, A., Swidan, O., & Tabach, M. (Ed.) (2023). Theory and practice of designing embodied mathematics learning: Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1. 159-189.

Shvarts, A., Zenger, L., Ayalon, M. (Ed.), Koichu, B. (Ed.), Leikin, R. (Ed.), Rubel, L. (Ed.), & Tabach, M. (Ed.) (2023). Dynamic visualization and embodied design for trigonometry learning: Looking or doing? Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol 4. 203-210.

Theunissen, B. (2023). Review of Jaap Bos (with contributions by Ruud Abma, Friso Hoeneveld, Dorota Lepianka, Toon van Meijl, and Naomi van Steenbergen), Research Ethics for Students in the Social Sciences, Springer, 2020; XVI, 287 pp.: ISBN: 978-3-030-48415-6. Center for Educational Policy Studies Journal, 13(3), 261-263. https://doi.org/10.26529/cepsj.1760

Vanderheyden, L. (2023, Feb 3). HHH column: What makes human remains?

van Helden, G., Zandbergen, B. T. C., Shvarts, A. Y., Specht, M. M., & Gill, E. K. A. (2023). An Embodied Cognition Approach To Collaborative Engineering Design Activities: Proceedings of the 51st Annual Conference of the European Society for Engineering Education (SEFI). 2991-3002. https://doi.org/10.21427/NRTB-2S20

Van Ongevalle, J., Boeve-de Pauw, J., Sass, W., & van Petegem, P. (2023). Wetenschappelijke onderbouwing voor een kwalitatieve, effectieve en efficiënte opvolging van de werking van Duurzaam Educatiepunt. Narratief Rapport. KU Leuven.

Van Ongevalle, J., Boeve-de Pauw, J., Sass, W., & van Petegem, P. (2023). Wetenschappelijke onderbouwing voor een kwalitatieve, effectieve en efficiënte opvolging van de werking van Duurzaam Educatiepunt. Methodologische nota. KU Leuven.

Van Ongevalle, J., Boeve-de Pauw, J., Sass, W., & van Petegem, P. (2023). Wetenschappelijke onderbouwing voor een kwalitatieve, effectieve en efficiënte opvolging van de werking van Duurzaam Educatiepunt. Technisch rapport. KU Leuven.

Wei, H., Bos, R., & Drijvers, P. (2023). Developing functional thinking using nomograms: an embodied design of online modules. Paper presented at 13th congress of the European society for research in mathematics education, Budapest, Hungary.

Wijnen, F., Strick, M., Bos, M., & Sebille, E. V. (2023). Evaluating the impact of climate communication activities by scientists: What is known and necessary? (pp. 1-15). EGU. https://doi.org/10.5194/egusphere-2023-2730

Wille, R.-J. (2023). The Study of Weather by Dutch and Germans in East Asia in the 19th Century: Von Siebold in Nagasaki and his Legacy. Kobe STS Research Papers, (22), 58-86.

Zimmermann, S., Dermody, B., Theunissen, B., Wassen, M., Divine, L., Padula, V., von Wehrden, H., & Dorresteijn, I. (2023). A leverage points perspective on Arctic Indigenous food systems research: A systematic review. Sustainability Science, 18(3), 1481-1500. https://doi.org/10.1007/s11625-022-01280-2

Misc

Boswinkel, N., & Jonker, V. (2023). IJsbergmetafoor: Onderwijskennis. Freudenthal Instituut, Universiteit Utrecht. https://elwier.nl/ijsbergmetafoor

Brands, S., Kollöffel, B., Savelsbergh, E., & Endedijk, M. (2023). Exploring VET student, workplace and school tutor viewing and evaluation of work practice. Paper presented at Earli.

de Graaf, C., Habing, P., Savelsbergh, E., & Wooning, J. M. (2023). Centrale Examens Natuurkunde: modelantwoorden, score-punten, en de blik van de leraar. WND-conferentie, Noordwijkerhout.

Doorman, M., Wijers, M., & Jonker, V. (2023). Measurement - STEMkey module for teacher education. https://www.fisme.science.uu.nl/toepassingen/29071/

Groot, A., Voskamp, H., Alberto, R., Wijers, M., & Jonker, V. (2023). De Rekentrein: Onderzoek naar een interventie om gecijferdheid bij ouder en kind te versterken. CINOP Expertisecentrum.

Jonker, V., Farrugia, J., Kreuz, D., & Doorman, L. M. (Ed.) (2023). Girl empowerment in STEM education by means of Summer Camps: Educating the educators. ICSE. https://www.fisme.science.uu.nl/publicaties/literatuur/20230306_eteiv_g…

Jonker, V., Wijers, M., & Keijzer, R. (2023). Gevorderd rekenen-wiskundeonderwijs: van bovenbouw po naar onderbouw vo: Onderwijskennis. NRO. https://www.onderwijskennis.nl/node/4144

Ritson, S., & Martens, N. (2023). A unique collaboration using a virtual Earth-sized telescope shows how science is changing in the 21st century. https://theconversation.com/a-unique-collaboration-using-a-virtual-eart…

Savelsbergh, E., Damstra, G., & Spaan, M. (2023, Dec). Mediawijsheid: veilig en betrokken meedoen in een digitale wereld. NRO. https://www.onderwijskennis.nl/kennisbank/mediawijsheid-veilig-en-betro…

Sebille, E. V. (2023). Stand up for the ocean: Inaugural lecture at Utrecht University. Utrecht University. https://doi.org/10.5281/ZENODO.7890328

Versteegh, E., Pluijter, M., Smit, M., & van Strien, E. (2023). Grip op studiesucces door maatwerk en structuur. Web publication/site, ScienceGuide. https://www.scienceguide.nl/2023/09/grip-op-studiesucces-door-maatwerk-…

Wijers, M., Keijzer, R., Jonker, V., & Doorman, L. M. (Ed.) (2023). Mathematics Education and the socio scientific issue 'Reducing Waste': Educating the Educators IV. https://www.fisme.science.uu.nl/publicaties/literatuur/2023_Poster_Grot…

Wijers, M., & Jonker, V. (2023). Rekenen en gecijferdheid in het mbo. NRO. https://www.onderwijskennis.nl/themas/rekenen-en-gecijferdheid-in-het-m…

Wille, R.-J. (2023). Towards a Forensics of Climate Knowledge: On Meteorological Infrastructures, Historical Sensibilities, and Invisible Weather Balloons. Web publication/site, Medium. https://fiber.medium.com/towards-a-forensics-of-climate-knowledge-on-me…

Article

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. (2022). Relativiteit in de tweede klas. NVOX, 47(10), 71.

Bachtiar, R., Meulenbroeks, R. FG., & van Joolingen, W. (2022). Mechanistic reasoning in science education: A literature review. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), 1-19. [em2178]. https://doi.org/10.29333/ejmste/12512

Boels, L. (2022). Kleintje didactiek. Interpreteren van histogrammen en stippengrafieken. Euclides, 97(5), 20.

Boels, L. (2022). Kleintje didactiek. De samenhang tussen sinus en eenheidscirkel [deel] I. Euclides, 97(6), 24.

Boels, L. (2022). Kleintje didactiek. De samenhang tussen sinus en eenheidscirkel [deel] II. Euclides, 97(7), 30.

Boels, L. (2022). Kleintje didactiek. Chinees wiskundeonderwijs. Euclides, 98(2), 21.

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., & van den Bogaart, T. (2022). Teachers' design of heuristic trees. Hiroshima Journal for Mathematics Education, 15(1). https://www.jasme.jp/hjme/download/2022/Vol15_Issue1_02.pdf

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

Canjels, J., & Jonker, V. (2022). Kritisch burgerschap en de Grote Rekendag. Volgens Bartjens, 41(5). https://www.volgens-bartjens.nl/art/50-6949_Kritisch-burgerschap-en-de-…

Davelaar, J., Van Der Molen, B., & Pieters, T. (2022). Spraakherkenning mogelijk zinvol bij medicatiegesprek. Pharmaceutisch Weekblad, 157(36), 20-25. https://www.pw.nl/achtergrond/2022/spraakherkenning-mogelijk-zinvol-bij…

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 Waard, E. F., Prins, G. T., & Van Joolingen, W. R. (2022). Engaging Preuniversity Students in Sustainability and Life Cycle Assessment in Upper-Secondary Chemistry Education: The Case of Polylactic Acid (PLA). Journal of Chemical Education, 99(8), 2991-2998. https://doi.org/10.1021/acs.jchemed.2c00374

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

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

Essen, A., van der Horst, C. M. A. M., Boerma, I., & Veldhuis, M. (2022). Mijn aanpak: Verhalend ontwerponderzoek. JSW : jeugd in school en wereld. https://www.jsw.nl/professionalisering/mijn-aanpak-verhalend-ontwerpond…

Hooyman, K., & Jonker, V. (2022). Vakoverstijgend rekenen. Een wereld van verschil. Euclides, 98(2).

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

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

Jonker, V., & Keijzer, R. (2022). Rekendoelen halen voor alle kinderen. Zo bied je zinvolle ondersteuning bij rekenproblemen. Praxis-bulletin, 39(8), 7-11. https://www.praxisbulletin.nl/rekendoelen-halen-voor-alle-kinderen/

Keijzer, R., Schoevers, E., & Veldhuis, M. (2022). Maatschappelijk functioneren vraagt om creatief wiskundig redeneren. Remediaal, 22(2-3), 52-57.

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

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

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

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

Pramudiani, P., Tatang Herman, Turmudi, Dolk, M., & Doorman, M. (2022). How does a missing part become important for primary school students in understanding fractions? Journal on Mathematics Education, 13(4), 565-586. https://doi.org/10.22342/jme.v13i4.pp565-586

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

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

Sayac, N., & Veldhuis, M. (2022). Mathematics Assessment Practices of Primary School Teachers in France. International Journal of Science and Mathematics Education, 20(7), 1595-1610. https://doi.org/10.1007/s10763-021-10229-3

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

Snelders, S., van der Bij, R., & Pieters, T. (2022). In het spoor van de papaver: De historie van de opioïden. Pharmaceutisch Weekblad, (50). https://www.pw.nl/achtergrond/2022/in-het-spoor-van-de-papaver-de-histo…

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.

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-…

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., 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), 1430-1458. https://doi.org/10.1111/bjet.13194

Wille, R-J. (2022). Naturalis is fossiel in zijn denken. de Volkskrant. https://www.volkskrant.nl/columns-opinie/opinie-museum-naturalis-is-fos…

Editorial

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

Jacobs, N., & Theunissen, B. (2022). It's Groundhog Day! What Can the History of Science Say About the Crisis in Alzheimer's Disease Research? Journal of Alzheimer's Disease, 90(4), 1401-1415. https://doi.org/10.3233/JAD-220569

Chapter

Ben Zvi Assaraf, O., & Knippels, M-C. (2022). Lessons learned: Synthesizing approaches that foster understanding of complex biological phenomena. In O. Ben Zvi Assaraf, & M-C. Knippels (Eds.), Fostering understanding of complex systems in biology education.: Pedagogies, guidelines and insights from classroom-based research (pp. 249-278). (Contributions from Biology Education Research (CBER)). Springer Cham. https://doi.org/10.1007/978-3-030-98144-0_12

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

Doorman, M., Bos, R., & Duijzer, C. (2022). Developing Basic Principles of Calculus and Motion in Lower Secondary Education. In C. Michelsen, A. Beckmann, U. T. Jankvist, & A. Savard (Eds.), Mathematics and Its Connections to the Arts and Sciences (MACAS): 15 Years of Interdisciplinary Mathematics Education (pp. 311-323). Springer Cham. https://doi.org/10.1007/978-3-031-10518-0_17

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

Gilissen, M., Knippels, M-C., & van Joolingen, W. (2022). Involving teachers in the design process of a teaching and learning trajectory to foster students’ systems thinking. In O. Ben Zvi Assaraf, & M-C. Knippels (Eds.), Fostering understanding of complex systems in biology education. Contributions from Biology Education Research. : Pedagogies, guidelines and insights from classroom-based research (pp. 41-62). (Contributions from Biology Education Research (CBER)). Springer Cham. https://doi.org/10.1007/978-3-030-98144-0_3

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

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

Nieves Delgado, A., & Chellappoo, A. (2022). Zoonoses and Medicine as Social Science: Implications of Rudolf Virchow’s Work for Understanding Global Pandemics. In V. Lemm, & M. Vatter (Eds.), The Viral Politics of Covid-19: Nature, Home, and Planetary Health (1 ed., pp. 73-91). (Biolegalities). Palgrave Macmillan. https://doi.org/10.1007/978-981-19-3942-6_5

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). Kapers, zeerovers, piraten. In W. Frijhoff, C. Secretan , & A. Nijenhuis-Bescher (Eds.), De Gouden Eeuw in 500 portretten, taferelen & analyses (pp. 690-693). Van Wijnen.

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

Wille, R-J. (2022). An Extraordinary Explosion on Krakatoa: Dutch East Indies and Multidisciplinary Scientific Communication. In S. Martijn, M. van Groesen, K. van Ommen, A-I. Richard, A. Schrikker, & G. Verhoeven (Eds.), Maps That Made History: 1000 Years of World History in 100 Old Maps (pp. 288-291). [70] Lannoo.

Wille, R-J. (2022). Een bijzondere explosie op Krakatau: Indië en de communicatie van een multidisciplinaire wetenschap. In M. Storms (Ed.), Kaarten die geschiedenis schreven: 1000 jaar wereldgeschiedenis in 100 oude kaarten (1 ed., pp. 286-289). [70] Lannoo.

Wille, R-J. (2022). La banderuola segnavento di San Marco. In C. Baldacci, S. Bassi, L. De Capitani, & P. D. Omodeo (Eds.), Venezia e l'Antropocene: Una guida ecocritica (pp. 187-191). Wetlands Books.

Wille, R-J. (2022). The Weathervane at San Marco. In C. Baldacci, S. Bassi, L. De Capitani, & P. D. Omodeo (Eds.), Venice and the Anthropocene: An Ecocritical Guide (pp. 187-191). Wetlands Books.

Conference contribution

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.

Chytas, C., Brahms, E., Diethelm, I., & Barendsen, E. (2022). Youth’s Perspectives of Computational Design in Making-based Coding Activities. In FabLearn Europe / MakeEd 2022: 6th FabLearn Europe / MakeEd Conference 2022 Association for Computing Machinery. https://doi.org/10.1145/3535227.3535231

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

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

Tejedor-García, C., van der Molen, B., van den Heuvel, H., van Hessen, A., & Pieters, T. (2022). Towards an Open-Source Dutch Speech Recognition System for the Healthcare Domain. In Proceedings of the 13th Language Resources and Evaluation Conference (pp. 1032-1039) http://www.lrec-conf.org/proceedings/lrec2022/pdf/2022.lrec-1.110.pdf

Yadav, A., Connolly, C., Berges, M., Chytas, C., Franklin, C., Neira, R. H., Macann, V., Margulieux, L., Ottenbreit-Leftwich, A., & Warner, J. R. (2022). A Review of International Models of Computer Science Teacher Education. In B. A. Becker, K. Quille, M-J. Laakso, & E. Barendsen (Eds.), Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education (pp. 65-93). Association for Computing Machinery. https://doi.org/10.1145/3571785.3574123

Yadav, A., Connolly, C., Berges, M., Chytas, C., Franklin, C., Hijón-Neira, R., Leftwich, A., Marguliex, L., Macann, V., & Warner, J. R. (2022). Models for Computer Science Teacher Preparation: Developing Teacher Knowledge. In B. A. Becker, K. Quille, M-J. Laakso, & E. Barendsen (Eds.), ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education (pp. 568–569). Association for Computing Machinery. https://doi.org/10.1145/3502717.3532166

Paper

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. (2022). Fitzroy’s forecasts: the making of a controversy. Paper presented at 9th Gewina Woudschoten Conference.

de Waal, E. (2022). Successful institutionalization without an institute to show for it: the case of the IOWO 1971-1981. Paper presented at European Society for the History of Science, Brussels.

Drijvers, P., Faggiano, E., Karpuzcu, S. Y., Schacht, F., Sinclair, N., & Swidan, O. (2022). Introduction to the papers of TWG 16: Learning mathematics with technology and other resources. https://hal.science/CERME12/hal-03808700v1

Frey, K., Sproesser, U., & Veldhuis, M. (2022). What is functional thinking? Theoretical considerations and first results of an international interview study. Paper presented at Twelth Congress of the European Society for Research in Mathematics Education , Bolzano, Italy. https://hal.archives-ouvertes.fr/hal-03744607/document

Lyford, A., & Boels, L. (2022). Using machine learning to understand students' gaze patterns on graphing tasks. Invited Paper - Refereed. 1-6. Paper presented at 11th International conference on teaching statistics, Rosario, Argentina. https://doi.org/10.52041/iase.icots11.T8D2

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.

van der Lubbe, L., & van Borkulo, S. (2022). The Design of a High School Computer Science Learning Platform based on Student Modelling: Facilitating Classes without a Qualified Computer Science Teacher in the Netherlands. Paper presented at The 11th Computer Science Education Research Conference.

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

Poster

Frey, K., Pittalis, M., Veldhuis, M., Geisen, M., Krisakova, M., Nowinska, E., Hubenakova, V., & Sproesser, U. (2022). Functional thinking: Conceptions of mathematics educators - a framework for analysis. 4. Poster session presented at The 45th Conference of the International Group for the Psychology of Mathematics Education, Alicante, Spain. https://rua.ua.es/dspace/bitstream/10045/126940/1/proceedings-pme45-vol…

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/

Abstract

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/…

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.

van der Molen, B., Tejedor-García, C., van den Heuvel, H., Ordelman, R., Pieters, T., Van Dulmen, S., & van Hessen, A. (2022). Challenges on the Promising Road to Automatic Speech Recognition of Privacy-Sensitive Dutch Doctor-Patient Consultation Recordings. Abstract from DH Benelux 2022, Esch-sur-Alzette, Luxembourg. https://zenodo.org/record/6517157#.Yyl2FexBxjO

Other contribution

Bos, R., de Haan, D., & Jonker, V. (2022). WiTje 12 - Jongleren. Freudenthal Instituut, Universiteit Utrecht. https://www.fisme.science.uu.nl/toepassingen/29152/

de Haan, D., Wijers, M., Belmer, M., & Jonker, V. (2022). Afrekenen met afval. Opdracht onderbouw wiskunde dag 2022. Freudenthal Instituut, Universiteit Utrecht. https://www.fi.uu.nl/toepassingen/29017

de Haan, D., Wijers, M., Belmer, M., & Jonker, V. (2022). Meer ruimte voor het festival. Freudenthal Instituut, Universiteit Utrecht. https://www.fisme.science.uu.nl/toepassingen/29151/

Jonker, V., Wijers, M., Keijzer, R., van Galen, F., Markusse, A., Munk, F., van Dijk, G., Oosterwaal, L., Abels, M., & Vink, V. (2022). Bouwavonturen. Boek Grote Rekendag. Freudenthal Instituut, Universiteit Utrecht. https://www.fisme.science.uu.nl/toepassingen/28818

Stolwijk, R., Wijers, M., de Haan, D., & Jonker, V. (2022). WiTje 10 - Krassen in december. Freudenthal Instituut, Universiteit Utrecht. https://www.fisme.science.uu.nl/toepassingen/29150/

Book

Bastiaenssens, P., Boeve-de Pauw, J., Doms, M., Hens, C., Mennes, F., & Van Laer, J. (2022). Citizen science in de klas. Een gids voor initiatiefnemers van citizen-scienceprojecten. SCIVIL. https://www.scivil.be/sites/default/files/paragraph/files/2022-11/Educa…

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

Snelders, S. (2022). Drugssmokkelland: Hoe Nederland een paradijs voor drugshandel werd. Walburg Pers.

Book editing

Ben Zvi Assaraf, O., & Knippels, M-C. (2022). Fostering understanding of complex Systems in biology education: Pedagogies, guidelines and insights from classroom-based research. (Contributions from Biology Education Research (CBER)). Springer Cham.

Report

Boels, L., Hoogland, K., Jonker, V., Wijers, M., & Kleine Deters, B. (2022). Het interpreteren en begrijpen van hedendaagse informatiebronnen. Hogeschool Utrecht. https://www.fisme.science.uu.nl/publicaties/literatuur/2022_ve_hedendaa…

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_compend…

Bos, R. (Ed.), Bašić, M., Ćulav Markičević, 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…

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

Web publication/site

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

Exhibition

Snelders, S. (Author), van der Bij, R. (Author), & Pieters, T. (Author). (2022). In het spoor van de papaver. Exhibition, Nationaal Pharmaceutisch Museum.

Doctoral thesis 1 (Research UU / Graduation UU)

HUANG, LUHUAN. (2022). Inquiry-based learning in lower-secondary mathematics education in China (Beijing) and the Netherlands. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/1490

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

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

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

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

Review article

Alberto, R., Shvarts, A., Drijvers, P., & Bakker, A. (2022). Action-based embodied design for mathematics learning: A decade of variations on a theme. International Journal of Child-Computer Interaction, 32, 1-23. [100419]. https://doi.org/10.1016/j.ijcci.2021.100419

Meulenbroeks, R. FG., Reijerkerk, M., Angerer, E., Pieters, T., & Bakker, A. (2022). Academic discourse on education during the early part of the pandemic. Heliyon, 8(10), 1-10. [e11170]. https://doi.org/10.1016/j.heliyon.2022.e11170

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

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

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

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

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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

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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.

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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.

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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

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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/

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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

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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

Drijvers, P. H. M. (2020). Gereedschap om wiskunde in de vingers te krijgen. Nieuw archief voor wiskunde. Serie 5, 21(3), 152-155. http://www.nieuwarchief.nl/serie5/pdf/naw5-2020-21-3-152.pdf

Drijvers, P. H. M. (2020). Scientific and Mathematical Literacy in Life and Society: Research program Freudenthal Institute 2021-2026. Utrecht University. https://www.uu.nl/sites/default/files/FI-ResearchProgramme2021-2026.pdf

Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J., Doorman, L. M., Leseman, P. P. M., & Boom, J. (2020). Moving towards understanding: Students interpret and construct motion graphs. Mediterranean Journal for Research in Mathematics Education, 17, 25-51.

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Farrokhnia, M., Meulenbroeks, R. F. G., & van Joolingen, W. R. (2020). Student-Generated Stop-Motion Animation in Science Classes: a Systematic Literature Review. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-020-09857-1

Flood, V., Shvarts, A. Y., & Abrahamson, D. (2020). Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning. ZDM - International Journal on Mathematics Education, 52, 1307-1331. https://doi.org/10.1007/s11858-020-01165-7

Gericke, N., Huang, L., Knippels, M-C., Christodoulou, A., Van Dam, F., & Gasparovic, S. (2020). Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers. 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. 193-212). (Environmental Discourses in Science Education; Vol. 4). Springer, Cham. https://doi.org/10.1007/978-3-030-20249-1_13

Gilissen, M. G. R., Knippels, M. C. P. J., & van Joolingen, W. R. (2020). Bringing systems thinking into the classroom. . International Journal of Science Education. https://doi.org/10.1080/09500693.2020.1755741

Groothuijsen, S. E. A., Bronkhorst, L. H., Prins, G. T., & Kuiper, W. (2020). Teacher-researchers’ Quality Concerns for Practice-oriented Educational Research. Research Papers in Education, 35(6), 766-787. https://doi.org/10.1080/02671522.2019.1633558

Hetzroni, G. (2020). Relativity and Equivalence in Hilbert Space: A Principle-Theory Approach to the Aharonov–Bohm Effect. Foundations of Physics, 50(2), 120-135. https://doi.org/10.1007/s10701-020-00322-y

Hetzroni, G. (Accepted/In press). Physical systems, mathematical representation, and philosophical principles: the EPR paper and its influence. Iyyun, 68, 428-439.

Janssen, F. J. J. M., de Graaff, H. C. J., Savelsbergh, E. R., & Wilschut, A. (2020). De leraar als Vakdidactisch Expert. In J. Dengerink, J. van der Meij, & J. Onstenk (Eds.), Leraar: Een professie met Perspectief: verbreding en verdieping in het beroep (Vol. 2, pp. 36-53). Ten Brink Uitgevers. https://www.beroepsbeeldvoordeleraar.nl/wp-content/uploads/2020/01/H2.3…

Kamphorst, F., & Kersting, M. (Accepted/In press). Design based research and the model of educational reconstruction: A combined approach to design successful science instruction. In The Beauty and Pleasure of Understanding: Engaging with Contemporary Challenges Through Science Education ESERA.

Kanters, E., & Pieters, T. (2020). Als gamen geen spelletje meer is maar een verslaving: Een onderzoek naar problematisch gamen bij mannelijke Nederlandse jongeren. De Psycholoog, 2020(4), 43-50. https://www.tijdschriftdepsycholoog.nl/wetenschap/als-gamen-geen-spelle…

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Kindt, M. (2020). Machtige Meetkunde (2). Euclides, 95(4), 26-30.

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Kindt, M. (2020). Haakjes, hokjes, hekjes. Euclides, 95(7), 10-13.

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van Baalen, M., & Pieters, T. (2020). PTSS in Coronatijd: Beloftevolle behandeling met combinatie MDMA en Psychotherapie. De Psycholoog, 55(12), 35-44.

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van den Heuvel - Panhuizen, M., & Elia, I. (2020). Early childhood mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (2 ed.). Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_165

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van der Wal, N. J., & Bakker, A. (2020). Nieuwe wiskundecursus voor het technisch hbo. Euclides, 96(6), 24-25.

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van Dijk, G., van der Meij, A., & Savelsbergh, E. R. (2020). Maker Education: Opportunities and Threats for Engineering and Technology education. In J. P. Williams, & D. Barlex (Eds.), Pedagogy for Technology Education in Secondary Schools (pp. 83-98). (Contemporary Issues in Technology Education). Springer. https://doi.org/10.1007/978-3-030-41548-8_5

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Veldkamp, A., Daemen, J., Teekens, S., Koelewijn, S., Knippels, M. C. P. J., & van Joolingen, W. R. (2020). Escape boxes: Bringing escape room experience into the classroom. British Journal of Educational Technology, 51(4), 1220-1239. https://doi.org/10.1111/bjet.12935

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Wagner, D., Bakker, A., Meaney, T., Mesa, V., Prediger, S., & Van Dooren, W. (2020). What can we do against racism in mathematics education research? Educational Studies in Mathematics, 104(3), 299-311. https://doi.org/10.1007/s10649-020-09969-w

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

Wijers, M. M., & de Haan, D. L. (2020). Mathematics in Teams—Developing Thinking Skills in Mathematics Education. In M. Van den Heuvel-Panhuizen (Ed.), National Reflections on the Netherlands Didactics of Mathematics: ICME-13 Monographs (pp. 15-30). (ICME13Mo). Springer Nature. https://doi.org/10.1007/978-3-030-33824-4_2

Wille, R. B. (2020). Aarde tot aarde, as tot as, stof tot stof. Wonderkamer, 1(1), 63-65.

Wille, R. B. (2020). Keep Focusing on the Air. COVID-19 and the Historical Value of an Atmospheric Sensibility. Journal for the History of Environment and Society, 5, 181-193. https://doi.org/10.1484/J.JHES.5.122474

Akkerman, S. F., & Bakker, A. (2019). Persons pursuing multiple objects of interest in multiple contexts. European Journal of Psychology of Education, 34(1), 1-24. DOI: 10.1007/s10212-018-0400-2

Ba, R., Xie, Y., Zhang, Y., Taib, S. F. B. M., Cai, Y., Walker, Z., ... van Joolingen, W. R. (2019). Virtual Reality Enzymes: Interdisciplinary and international project towards an inquiry-based pedagogy. In Y. Cai, Z. Walker, & W. van Joolingen (Eds.), VR, Simulations and serious games for education (pp. 45-54). ( Gaming Media and Social Effects ). Singapore: Springer Nature.

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

Bakker, A. (2019). Design principles in design research: A commentary. In A. Bikner-Ahsbahs, & M. Peters (Eds.), Unterrichtsentwicklung macht Schule (pp. 177-192). (Unterrichtsentwicklung macht Schule). Wiesbaden, Germany: Springer Fachmedien Wiesbaden. DOI: 10.1007/978-3-658-20487-7_10

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

Bakker, A., & Akkerman, S. (2019). The Learning Potential of Boundary Crossing in the Vocational Curriculum. In D. Guile, & L. Unwin (Eds.), The Wiley Handbook of Vocational Education and Training (pp. 351-372). (The Wiley Handbook of Vocational Education and Training). Oxford, UK: John Wiley & Sons, Inc.. DOI: 10.1002/9781119098713.ch18

Baneke, D. M. (2019). Let’s not talk about science: The normalization of big science and the moral economy of modern astronomy. Science Technology and Human Values. DOI: 10.1177/0162243919846600

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.

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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.