For the scholar google overview see http://scholar.google.nl/citations?user=WBTplt0AAAAJ&hl=en
Some PDFs can be found at ResearchGate.
2015 Conference on embodied design presentations
2017 Embodied design in interaction conference
2019-04 Conference on mathematical ability
In press
Highlighted publications
Duijzer, A. C. G., Shayan, S., Bakker, A., van der Schaaf, M. F., & Abrahamson, D. (2017). Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition. Frontiers in Psychology, 8, 1-19. Article 144. https://doi.org/10.3389/fpsyg.2017.00144
Bakker, A. (2018). Design research in education: A practical guide for early career researchers. Routledge.
Akkerman, S., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132-169. http://rer.sagepub.com/content/early/2011/04/19/0034654311404435.full.pdf+html?ijkey=4LKMx60v0wQzc&keytype=ref&siteid=sprer
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. https://doi.org/10.1007/s10212-018-0400-2
Publications
2023
Scholarly publications
Boels, L., Lyford, A., Bakker, A., & Drijvers, P. (2023). Assessing Students’ Interpretations of Histograms Before and After Interpreting Dotplots: A Gaze-Based Machine Learning Analysis. Frontline Learning Research, 11(2), 1-30. https://doi.org/10.14786/flr.v11i2.1139
Boels, L., Moreno-Esteva, E. G., Bakker, A., & Drijvers, P. (Accepted/In press). 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. https://doi.org/10.1007/s40593-023-00368-9
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. Advance online publication. https://doi.org/10.1007/s11858-023-01507-1
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. Advance online publication. https://doi.org/10.1007/s10212-021-00586-6
2022
Scholarly publications
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. Article e11170. https://doi.org/10.1016/j.heliyon.2022.e11170
van Dijke-Droogers, M., Drijvers, P., & Bakker, A. (2022). Introducing Statistical Inference: Design of a Theoretically and Empirically Based Learning Trajectory. International Journal of Science and Mathematics Education, 20, 1743–1766. Advance online publication. https://doi.org/10.1007/s10763-021-10208-8
Alberto, R., Shvarts, A., Drijvers, P., & Bakker, A. (2022). Action-based embodied design for mathematics learning: A decade of variations on a theme. International Journal of Child-Computer Interaction, 32, 1-23. Article 100419. https://doi.org/10.1016/j.ijcci.2021.100419
2021
Scholarly publications
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
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
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
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. Advance online publication. https://doi.org/10.1002/hbe2.314
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.
van der Wal, N., Bakker, A., Moes, A., & Drijvers, P. (2021). Fostering techno-mathematical literacies in higher technical education: reflections on challenges and successes of design-based implementation research. In Z. A. Philippakos, E. Howell, & A. Pellegrino (Eds.), Design-based research in education: Theory and Applications (pp. 296-316). Guilford Press. https://www.guilford.com/books/Design-Based-Research-in-Education/Philippakos-Howell-Pellegrino/9781462547371
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
Abdu, R., van Helden, G., Alberto, R., & Bakker, A. (2021). Multimodal dialogue in small-group mathematics learning. Learning, Culture and Social Interaction, 29, Article 100491. https://doi.org/10.1016/j.lcsi.2021.100491
Bakker, A., & Wagner, D. (2021). Editorial. Educational Studies in Mathematics, 106(1), 1-3. https://doi.org/10.1007/s10649-020-10015-y
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
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. Advance online publication. https://doi.org/10.1007/s10649-021-10053-0
van Dijke-Droogers, M., Drijvers, P., & Bakker, A. (2021). Statistical modeling processes through the lens of instrumental genesis. Educational Studies in Mathematics, 107(2), 235-260. Advance online publication. https://doi.org/10.1007/s10649-020-10023-y
2020
Scholarly publications
Shvarts, A. Y., Alberto, R. A., Bakker, A., Doorman, L. M., & Drijvers, P. H. M. (2020). Embodied instrumentation: Reification of sensorimotor activity into a mathematical artifact. In Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14: Essen, Germany, 22nd to 25th of July 2019 Universität Duisburg-Essen. https://doi.org/10.17185/duepublico/70749
Smit, J., Martine, G., & Bakker, A. (2020). Vaktaalontwikkeling bij het verklaren van drijven en zinken: Een ontwerpstudie naar denkstappen. Pedagogische Studiën, 97, 146–162. http://pedagogischestudien.nl/search?identifier=717774
Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., Hiebert, J., & Bakker, A. (2020). Addressing the problem of always starting over: Identifying, valuing, and sharing professional knowledge for teaching. Journal for Research in Mathematics Education, 51(2), 130-139. https://doi.org/10.5951/jresematheduc-2020-0015
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
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
Ou, L., Andrade, A., Alberto, R. A., Bakker, A., & Bechger, T. (2020). Identifying Qualitative Between-Subject and Within-Subject Variability: A Method for Clustering Regime-Switching Dynamics. Frontiers in Psychology, 11, Article 1136. https://doi.org/10.3389/fpsyg.2020.01136
Ou, L., Andrade, A., Alberto, R., Van Helden, G., & Bakker, A. (2020). Using a cluster-based regime-switching dynamic model to understand embodied mathematical learning. In ACM International Conference Proceeding Series (pp. 496-501). (ACM International Conference Proceeding Series). Association for Computing Machinery (ACM). https://doi.org/10.1145/3375462.3375513
Schindler, M., & Bakker, A. (2020). Affective field during collaborative problem posing and problem solving: a case study. Educational Studies in Mathematics, 105(3), 303-324. https://doi.org/10.1007/s10649-020-09973-0
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
Draijer, J. M., Bakker, A., Slot, E., & Akkerman, S. (2020). The multidimensional structure of interest. Frontline Learning Research, 8(4), 18-36. https://doi.org/10.14786/flr.v8i4.577
Professional publications
van der Wal, N. J., & Bakker, A. (2020). Nieuwe wiskundecursus voor het technisch hbo. Euclides, 96(6), 24-25.
https://dspace.library.uu.nl/bitstream/handle/1874/430728/_Fizier95-6.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/430728/_Fizier95-6.pdf?sequence=1
2019
Scholarly publications
Bakker, A., Mackay, F., Smit, J., & Keijzer, R. (2019). Practicalizing principled knoweledge with teachers to design language-oriented mathematics lessons: a design study. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education: Improving access to the power of mathematics (Vol. 2, pp. 57-64). PME.
https://dspace.library.uu.nl/bitstream/handle/1874/430723/PME43_Proceedings_Volume_2_RR_A-K.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/430723/PME43_Proceedings_Volume_2_RR_A-K.pdf?sequence=1
Bakker, A., Shvarts, A. Y., & Abrahamson, D. (2019). Generativity in design research: the case of developing a genre of action-based mathematics learning activities. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 3096-3103). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings
https://dspace.library.uu.nl/bitstream/handle/1874/391553/CERME11_Proceedings_2019_3096.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/391553/CERME11_Proceedings_2019_3096.pdf?sequence=1
Alberto, R. A., Bakker, A., Walker-van Aalst, O., Boon, P. B. J., & Drijvers, P. H. M. (2019). Networking theories in design research: an embodied instrumentation case study in trigonometry. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 3088-3095). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings
https://dspace.library.uu.nl/bitstream/handle/1874/391552/CERME11_Proceedings_2019_3088.pdf?sequence=3
https://dspace.library.uu.nl/bitstream/handle/1874/391552/CERME11_Proceedings_2019_3088.pdf?sequence=3
Droogers, M. J. S., Drijvers, P. H. M., & Bakker, A. (2019). Repeated sampling in a digital environment: a remix of data and chance. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2985-2992). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings
https://dspace.library.uu.nl/bitstream/handle/1874/391551/CERME11_Proceedings_2019.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/391551/CERME11_Proceedings_2019.pdf?sequence=1
Westerhout, E. N., Drijvers, P. H. M., & Bakker, A. (2019). The impact of a mathematics game programming project on student motivation in grade 8. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 1565-1572). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.science/hal-02410276/
Boels, L. B. M. M., Bakker, A., & Drijvers, P. H. M. (2019). Eye tracking secondary school students’ strategies when interpreting statistical graphs. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education: Improving access to the power of mathematics (Vol. 2, pp. 113-120). PME.
https://dspace.library.uu.nl/bitstream/handle/1874/390484/Proceedings_PME43_Pretoria_2019_Boels_etal_RR.pdf?sequence=3
https://dspace.library.uu.nl/bitstream/handle/1874/390484/Proceedings_PME43_Pretoria_2019_Boels_etal_RR.pdf?sequence=3
Bakker, A. (2019). What is worth publishing? A response to Niss. For the Learning of Mathematics, 39(3), 43-45.
https://dspace.library.uu.nl/bitstream/handle/1874/389655/what_is_worth_publishing.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/389655/what_is_worth_publishing.pdf?sequence=1
Bakker, A., Cai, J., English, L., Kaiser, G., Mesa, V., & Van Dooren, W. (2019). Beyond small, medium, or large: points of consideration when interpreting effect sizes. Educational Studies in Mathematics, 102(1). https://doi.org/10.1007/s10649-019-09908-4
Droogers, M. J. S., Drijvers, P. H. M., & Bakker, A. (2019). Repeated Sampling with a Black Box to Make Informal Statistical Inference Accessible. Mathematical Thinking and Learning, 22(2), 116-138. https://doi.org/10.1080/10986065.2019.1617025
Boels, L., Bakker, A., Van Dooren, W., & Drijvers, P. (2019). Conceptual difficulties when interpreting histograms: A review. Educational Research Review, 28, 100291. Advance online publication. https://doi.org/10.1016/j.edurev.2019.100291
van der Wal, N. J., Bakker, A., & Drijvers, P. H. M. (2019). Teaching strategies to foster techno-mathematical literacies in an innovative mathematics course for future engineers. ZDM: The International Journal on Mathematics Education, 51(6), 885-897. Article 2. https://doi.org/10.1007/s11858-019-01095-z
Shvarts, A. Y., Alberto, R. A., Bakker, A., Doorman, L. M., & Drijvers, P. H. M. (2019). Embodied collaboration to foster instrumental genesis in mathematics. In A Wide Lens: combining embodied, enactive, extended, and embedded learning in collaborative settings: 13th International Conference on Computer Supported Collaborative Learning (CSCL 2019) (Vol. 2, pp. 660-663).
https://dspace.library.uu.nl/bitstream/handle/1874/430710/2019CSCL_Embodiedcollaboration.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/430710/2019CSCL_Embodiedcollaboration.pdf?sequence=1
Bakker, A. (2019). Design principles in design research: A commentary. In A. Bikner-Ahsbahs, & M. Peters (Eds.), Unterrichtsentwicklung macht Schule: Forschung und Innovation im Fachunterricht (pp. 177-192). (Unterrichtsentwicklung macht Schule). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-20487-7_10
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). Wiley. https://doi.org/10.1002/9781119098713.ch18
Bakker, A. (2019). A virtual special issue to celebrate 100 volumes of Educational Studies in Mathematics: former editors’ choices. Educational Studies in Mathematics, 101, 1-5. https://doi.org/10.1007/s10649-019-9882-3
Schoevers, E. M., Leseman, P. P. M., Slot, E. M., Bakker, A., Keijzer, R., & Kroesbergen, E. H. (2019). Promoting pupils’ creative thinking in primary school mathematics: A case study. Thinking Skills and Creativity, 31, 323-334. https://doi.org/10.1016/j.tsc.2019.02.003
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. https://doi.org/10.1080/10749039.2019.1574306
Boels, L. B. M. M., Bakker, A., & Drijvers, P. H. M. (2019). Unravelling teachers’ strategies when interpreting histograms: an eyetracking study. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019) (pp. 888-895). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/390688/Pagina_s_van_CERME11_Proceedings_2019.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/390688/Pagina_s_van_CERME11_Proceedings_2019.pdf?sequence=1
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. https://doi.org/10.1016/j.edurev.2019.02.002
Wijnker, W., Bakker, A., van Gog, T. A. J. M., & Drijvers, P. H. M. (2019). Educational Videos from a Film Theory Perspective: Relating Teacher Aims to Video Characteristics. British Journal of Educational Technology, 50(6), 3175-3197. Advance online publication. https://doi.org/10.1111/bjet.12725
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. https://doi.org/10.1007/s10212-018-0400-2
van der Schaaf, M., Bakker, A., & ten Cate, O. (2019). When I say … embodied cognition. Medical Education, 53(3), 219-220. https://doi.org/10.1111/medu.13678
2018
Scholarly publications
Bakker, A., & Smit, J. (2018). Using hypothetical learning trajectories. In A. Bakker (Ed.), Design research in education: A practical guide for early career researchers (pp. 255-271). Routledge. https://doi.org/10.4324/9780203701010-25
Boels, L. B. M. M., Ebbes, R., Bakker, A., van Dooren, W., & Drijvers, P. H. M. (2018). Revealing Conceptual Difficulties when Interpreting Histograms: An Eye-Tracking Study. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10, Kyoto, july 2018) (pp. 1-4). International Statistics Institute. http://icots.info/10/?session=8E
https://dspace.library.uu.nl/bitstream/handle/1874/375608/ICOTS10_8E2_Kyoto_Japan_2018_07_Boels_etal_revealing_conceptual_difficulties_histograms.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/375608/ICOTS10_8E2_Kyoto_Japan_2018_07_Boels_etal_revealing_conceptual_difficulties_histograms.pdf?sequence=1
Boels, L. B. M. M., Ebbes, R., Bakker, A., Van Dooren, W., & Drijvers, P. H. M. (2018). Students’ strategies when solving problems about statistical graphs.
Konrad, U., & Bakker, A. (2018). From implementer to co-designer: A teacher’s changing role in a design research project. In Design research in education: A practical guide for early career researchers (pp. 246-254). Routledge. https://doi.org/10.4324/9780203701010-24
Nilsson, P., Schindler, M., & Bakker, A. (2018). The nature and use of theories in statistics education. In International handbook of research in statistics education (pp. 359-386). Springer. https://doi.org/10.1007/978-3-319-66195-7_11
Werner, N., & Bakker, A. (2018). Linking design and theory: Using conjecture maps to focus the design research process in art education. In Design research in education: A practical guide for early career researchers (pp. 224–230). Routledge. https://doi.org/10.4324/9780203701010-22
van Driel, S., Slot, E., & Bakker, A. (2018). A primary teacher learning to use scaffolding strategies to support pupils’ scientific language development. European Journal of STEM Education, 3(2), Article 5. https://doi.org/10.20897/ejsteme/3115
https://dspace.library.uu.nl/bitstream/handle/1874/374057/vandriel.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/374057/vandriel.pdf?sequence=1
Duërkop, K., & Bakker, A. (2018). Literary education with narrative digital games: From formulating research questions to capturing the design rationale. In Design research in education: A practical guide for early career researchers (pp. 231–245). Routledge. https://doi.org/10.4324/9780203701010-23
Bakker, A., Hahn, C., Kazak, S., & Pratt, D. (2018). Research on probability and statistics education: Trends and directions. In T. Dreyfus, M. Artigue, D. Potari, S. Prediger, & K. Ruthven (Eds.), Developing Research in Mathematics Education: Twenty Years of Communication, Cooperation and Collaboration in Europe (pp. 46-59). Routledge. https://doi.org/10.4324/9781315113562-5
Bakker, A. (2018). Design research in education: A practical guide for early career researchers. Routledge.
Hoogland, K., de Koning, J., Bakker, A., Pepin, B. E. U., & Gravemeijer, K. (2018). Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance. Studies in Educational Evaluation, 58, 122-131. https://doi.org/10.1016/j.stueduc.2018.06.004
Abrahamson, D., Andrade, A., Bakker, A., Nathan, M. J., Walkington, C., Lindgren, R., Brown, D. E., Zohar, A. R., Levy, S. T., Danish, J. A., Maltese, A. V., Enyedy, N., Humburg, M., Saleh, A., Dahn, M., Lee, C., Tu, X., Davis, B., Georgen, C., & Lindwall, O. (2018). Moving forward: In search of synergy across diverse views on the role of physical movement in design for stem education. In Proceedings of International Conference of the Learning Sciences, ICLS (2018-June ed., Vol. 2, pp. 1243-1250). (Proceedings of International Conference of the Learning Sciences, ICLS).
https://dspace.library.uu.nl/bitstream/handle/1874/374295/MovingForward.symp.2018.ICLS.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/374295/MovingForward.symp.2018.ICLS.pdf?sequence=1
Droogers, M. J. S., Bakker, A., & Drijvers, P. H. M. (Accepted/In press). Omgaan met steekproef en populatie: Herhaalde steekproeven in een remix van data en kans. https://drive.google.com/file/d/1aN7xeVRLEHYBOBaxTIACYSwJiSEslNJv/view?usp=sharing
Droogers, M. J. S., Bakker, A., & Drijvers, P. H. M. (2018). Repeated Sampling as a step towards Informal Statistical Inference. In M. A. Sotos, A. White, & L. Guyot (Eds.), Looking back, looking forward. : Proceedings of the Tenth International Conference on Teaching Statistics Article C268 International Statistics Institute. https://icots.info/10/?contributed=C268
https://dspace.library.uu.nl/bitstream/handle/1874/372767/ICOTS10_C268.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/372767/ICOTS10_C268.pdf?sequence=1
Boels, L. B. M. M., Ebbes, R., Bakker, A., Van Dooren, W., & Drijvers, P. H. M. (2018). Revealing conceptual difficulties when interpreting histograms: an eye-tracking study: ICOTS10 (2018) Invited Paper - Refereed.
https://dspace.library.uu.nl/bitstream/handle/1874/368231/ICOTS10_8E2.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/368231/ICOTS10_8E2.pdf?sequence=1
Smit, J., Gijsel, M., Hotze, A., & Bakker, A. (2018). Scaffolding primary teachers in designing and enacting language-oriented science lessons: Is handing over to independence a fata morgana? Learning, Culture and Social Interaction, 18, 72-85. https://doi.org/10.1016/j.lcsi.2018.03.006
Hoogland, K., Pepin, B., de Koning, J., Bakker, A., & Gravemeijer, K. (2018). Word problems versus image-rich problems: an analysis of effects of task characteristics on students’ performance on contextual mathematics problems. Research in Mathematics Education, 20(1), 37-52. https://doi.org/10.1080/14794802.2017.1413414
Bakker, A. (2018). Discovery learning: Zombie, phoenix, or elephant? Instructional Science, 46(1), 169-183. https://doi.org/10.1007/s11251-018-9450-8
Vulperhorst, J. P., Wessels, K. R., Bakker, A., & Akkerman, S. F. (2018). How do STEM-interested students pursue multiple interests in their higher educational choice? International Journal of Science Education, 40(8), 828-846. https://doi.org/10.1080/09500693.2018.1452306
Droogers, M. J. S., Drijvers, P. H. M., & Bakker, A. (2018). From sample to population: A hypothetical learning trajectory for informal statistical inference. In V. Gitirana, T. Miyakawa, M. Rafalska, S. Soury-Lavergne, & L. Trouche (Eds.), Proceedings of the Re(s)sources 2018 International conference (pp. 348-351). École Normale Supérieure de Lyon. https://hal.science/hal-01764563
Oudman, S., van de Pol, J., Bakker, A., Moerbeek, M., & van Gog, T. (2018). Effects of different cue types on the accuracy of primary school teachers’ judgments of students’ mathematical understanding. Teaching and Teacher Education, 76, 214-226. https://doi.org/10.1016/j.tate.2018.02.007
Other output
Rosenbaum, L., Bakker, A., & Abrahamson, D. (2018). Enculturating movement: From sensorimotor schemes to mathematical structures. Paper presented at AERA Annual Meeting 2018 , New York, New York, United States.
2017
Scholarly publications
Boels, L. B. M. M., Bakker, A., Drijvers, P. H. M., & Van Dooren, W. (2017). Conceptual difficulties with histograms: A review. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st PME Conference (Vol. 1, pp. 172). PME.
https://dspace.library.uu.nl/bitstream/handle/1874/394530/Proceedings_PME41_Singapore_2017_Boels_etal.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/394530/Proceedings_PME41_Singapore_2017_Boels_etal.pdf?sequence=1
Schindler, M., Mackrell, K., Pratt, D., & Bakker, A. (2017). Applying contemporary philosophy in mathematics and statistics education: The perspective of inferentialism. In Proceedings of the 13th International Congress on Mathematical Education ICME-13 Monographs (pp. 685-686). (ICME-13 Monographs). Springer. https://doi.org/10.1007/978-3-319-62597-3_106
de Bruijn, E., & Bakker, A. (2017). The role and nature of knowledge in vocational programmes. In Enhancing teaching and learning in the Dutch vocational education system (pp. 157-174). SPRING. https://doi.org/10.1007/978-3-319-50734-7_8
Dierdorp, A., Bakker, A., Ben-Zvi, D., & Makar, K. (2017). Secondary students' considerations of variability in measurement activities based on authentic practices. Statistics Education Research Journal, 16(2), 397-418. https://doi.org/10.52041/serj.v16i2.198
https://dspace.library.uu.nl/bitstream/handle/1874/377855/SECONDARY.PDF?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/377855/SECONDARY.PDF?sequence=1
Noorloos, R., Taylor, S. D., Bakker, A., & Derry, J. (2017). Inferentialism as an alternative to socioconstructivism in mathematics education. Mathematics Education Research Journal, 29(4), 437-453. https://doi.org/10.1007/s13394-017-0189-3
Taylor, S. D., Noorloos, R., & Bakker, A. (2017). Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning. Journal of Philosophy of Education, 51(4), 769-784. https://doi.org/10.1111/1467-9752.12264
Bakker, A., & Hußmann, S. (2017). Inferentialism in mathematics education: introduction to a special issue. Mathematics Education Research Journal, 29, 395–401. https://doi.org/10.1007/s13394-017-0224-4
Schindler, M., Hußmann, S., Nilsson, P., & Bakker, A. (2017). Sixth-grade students’ reasoning on the order relation of integers as influenced by prior experience: an inferentialist analysis. Mathematics Education Research Journal, 29(4), 471-492. https://doi.org/10.1007/s13394-017-0202-x
Bakker, A., Ben-Zvi, D., & Makar, K. (2017). An inferentialist perspective on the coordination of actions and reasons involved in making a statistical inference. Mathematics Education Research Journal, 29(4), 455–470. https://doi.org/10.1007/s13394-016-0187-x
van der Wal, N. J., Bakker, A., & Drijvers, P. (2017). Which Techno-mathematical Literacies Are Essential for Future Engineers? International Journal of Science and Mathematics Education, 15(S1), 87-104. https://doi.org/10.1007/s10763-017-9810-x
Duijzer, A. C. G., Shayan, S., Bakker, A., van der Schaaf, M. F., & Abrahamson, D. (2017). Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition. Frontiers in Psychology, 8, 1-19. Article 144. https://doi.org/10.3389/fpsyg.2017.00144
Bakker, A., & Smit, J. (2017). Theory Development in Design-Based Research: An Example about Scaffolding Mathematical Language. In S. Doff, & R. Komoss (Eds.), Making change happen? Wandel im Fachunterricht analysieren und gestalten (pp. 109-124). (Making change happen? Wandel im Fachunterricht analysieren und gestalten ). Springer. https://doi.org/10.1007/978-3-658-14979-6_11
Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & van der Schaaf, M. (2017). Eye-tracking the emergence of attentional anchors in a mathematics learning tablet activity. In C. Was, F. Sansosti, & B. M. (Eds.), Eye-tracking technology applications in educational research (pp. 166-194). IGI Global. https://doi.org/10.4018/978-1-5225-1005-5.ch009
Professional publications
Draijer, J. M., Bakker, A., Akkerman, S. F., & Tromp, S. (2017). Interesses en studiekeuze van jongeren met bètatalent: Onderzoek naar leerlingen van Junior College Utrecht en U-Talent Academie. Utrecht Universiry. https://u-talent.nl/rapport-interesses-en-studiekeuze-van-jongeren-met-betatalent/
https://dspace.library.uu.nl/bitstream/handle/1874/360012/betatalent.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/360012/betatalent.pdf?sequence=1
Other output
Shayan, S., Bakker, A., van der Schaaf, M. F., & Abrahamson, D. (2017). Eye-tracking conceptual development: The case of tablet computers for mathematics learning. Paper presented at European Conference on Developmental Psychology, Utrecht, Netherlands.
Shayan, S., Boven, L., Bakker, A., van der Schaaf, M. F., & Abrahamson, D. (2017). Evidencing the emergence of sensorimotor structures underlying proportional reasoning. Poster session presented at European conference on Eye Movements, Wuppertal, Germany.
Bakker, A. (2017, Sept). Design research in education. https://designresearcheducation.wordpress.com/
Bikner-Ahsbahs, A., Bakker, A., Haspekian, M., & Maracci, M. (2017). Introduction to the papers of TWG17: Theoretical perspectives and approaches in mathematics education research. 2683-2690. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/360600/bikner_ahsbahs_bakker_MM_CERME10_TWG17.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/360600/bikner_ahsbahs_bakker_MM_CERME10_TWG17.pdf?sequence=1
Bakker, A. (2017). Towards argumentative grammars of design research. 2730-2737. Paper presented at 10th Congress of European Research in Mathematics Education (CERME10), Dublin, Ireland. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf
van der Wal, N. J., Bakker, A., & Drijvers, P. H. M. (2017). Designing a course for future engineers to develop Techno-mathematical Literacies: a pilot. Poster session presented at Mathematics Education Symposium at the UCL Institute of Education (London), London, United Kingdom.
2016
Scholarly publications
Abrahamson, D., Shayan, S., Bakker, A., & Van Der Schaaf, M. F. (2016). Exposing Piaget's scheme: Empirical evidence for the ontogenesis of coordination in learning a mathematical concept. In Proceedings of International Conference of the Learning Sciences (pp. 466-473). (Proceedings of International Conference of the Learning Sciences).
https://dspace.library.uu.nl/bitstream/handle/1874/344087/Exposing.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/344087/Exposing.pdf?sequence=1
Abrahamson, D., & Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning. Cognitive Research: Principles and Implications, 1(33). https://doi.org/10.1186/s41235-016-0034-3
Smit, J., Bakker, A., van Eerde, H., & Kuijpers, M. (2016). Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs. Mathematics Education Research Journal, 28(3), 457-478. https://doi.org/10.1007/s13394-016-0174-2
Abrahamson, D., Shayan, S., Bakker, A., & Van Der Schaaf, M. (2016). Eye-Tracking Piaget: Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action. Human Development, 58(4-5), 218-224. https://doi.org/10.1159/000443153
Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study. Educational Research Review, 19, 158-172. https://doi.org/10.1016/j.edurev.2016.07.003
Bakker, A. (2016). Book Review: Networking theories as an example of boundary crossing: Angelika Bikner-Ahsbahs and Susanne Prediger (Eds.) (2014) Networking of theories as a research practice in mathematics education . Educational Studies in Mathematics, 93(2), 265-273. https://doi.org/10.1007/s10649-016-9715-6
Bakx, A., Bakker, A., Koopman, M., & Beijaard, D. (2016). Boundary crossing by science teacher researchers in a PhD program. Teaching and Teacher Education, 60, 76-87. https://doi.org/10.1016/j.tate.2016.08.003
Hoogland, K., Pepin, B., Bakker, A., de Koning, J., & Gravemeijer, K. (2016). Representing contextual mathematical problems in descriptive or depictive form: Design of an instrument and validation of its uses. Studies in Educational Evaluation, 50, 22-32. https://doi.org/10.1016/j.stueduc.2016.06.005
Dierdorp, A., Bakker, A., van Maanen, J. A., & Eijkelhof, H. M. C. (2016). Supporting students to develop concepts underlying sampling and to shuttle between contextual and statistical spheres. In D. Ben-Zvi, & K. Makar (Eds.), The Teaching and Learning of Statistics (pp. 37-48). Springer. https://doi.org/10.1007/978-3-319-23470-0_4
Heusdens, W., Bakker, A., Baartman, L. K. J., & de Bruijn, E. (2016). Contextualising Vocational Knowledge: A Theoretical Framework and Illustrations From Culinary Education. Vocations and Learning, 9(2), 151–165. https://doi.org/10.1007/s12186-015-9145-0
Professional publications
Smit, J. (Author), Keijzer, R. (Author), Munk, F. (Author), & Bakker, A. (Author). (2016). Rekentaal in de steigers: Talige ondersteuning bieden in een taalzwakke reken-wiskundeklas. Web publication/site http://paboplatform.noordhoff.nl/magazine/rekenen-wiskunde/#770-2
Smit, J., Keijzer, R., Munk, F., & Bakker, A. (2016). Taal een obstakel? Taal is juist de oplossing! Talige ondersteuning bieden in de multiculturele rekenklas. De Cascade, 34, 10-13.
Keijzer, R., Smit, J., Bakker, A., & Munk, F. (2016). Promoting teachers’ scaffolding of students’ mathematical language in a professional development programme. In Proceedings EAPRIL 2015 (November 24-27) (pp. 93-100). University of Luxembourg.
https://dspace.library.uu.nl/bitstream/handle/1874/370753/keijzer.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/370753/keijzer.pdf?sequence=1
Keijzer, R., Munk, F., Smit, J., & Bakker, A. (2016). Professionele leergemeenschappen maken het rekenonderwijs beter. Volgens Bartjens, 35(3), 12-16.
https://dspace.library.uu.nl/bitstream/handle/1874/370771/keijzer.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/370771/keijzer.pdf?sequence=1
van der Wal, N. J., & Bakker, A. (2016). Wiskunde in het technisch hbo. Euclides, 91(5), 11-12.
https://dspace.library.uu.nl/bitstream/handle/1874/334838/vanderwal_bakker2016Fizier5.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/334838/vanderwal_bakker2016Fizier5.pdf?sequence=1
Bakker, A., Zitter, I. I., Smit, G., & de Bruijn, E. (2016). Grensanalyses: Op zoek naar leerpotentieel . In Tussen opleiding en beroepspraktijk: Het potentieel van boundary crossing (pp. 27-38). Koninklijke Van Gorcum.
Bakker, A., Zitter, I. I. (Ed.), Beausaert, S. (Ed.), & de Bruijn, E. (Ed.) (2016). Tussen opleiding en beroepspraktijk: Het potentieel van boundary crossing. Koninklijke Van Gorcum.
Bakker, A., & Akkerman, S. F. (2016). Het leerpotentieel van grenzen: Een theoretische basis. In Tussen opleiding en beroepspraktijk: Het potentieel van boundary crossing (pp. 9). Koninklijke Van Gorcum.
Bakker, A. (2016). Beroepsgerichte wiskundedidactiek. Euclides, 91(4), 12.
https://dspace.library.uu.nl/bitstream/handle/1874/327267/bakker2016Fizier4Euclides.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/327267/bakker2016Fizier4Euclides.pdf?sequence=1
Other output
van der Wal, N. J., Bakker, A., & Drijvers, P. H. M. (2016). Techno-mathematical Literacies in the workplaces of engineers. Paper presented at 13th international congress on mathematical education, Hamburg, Germany.
Doorman, L. M., Bakker, A., Drijvers, P. H. M., & Wijaya, A. (2016). Design-based research in mathematics education. Paper presented at 2nd Sriwijaya University Learning And Education International Conference, Palembang, Indonesia.
Boels, L., Bakker, A., Drijvers, P., & Van Dooren, W. (2016). Students’ interpretations of histograms: a review. Poster session presented at Posterpresentation at the ICME-13 in Hamburg, Hamburg, Germany.
https://dspace.library.uu.nl/bitstream/handle/1874/395244/TSG15_Boels_Bakker_poster.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/395244/TSG15_Boels_Bakker_poster.pdf?sequence=1
Abrahamson, D., Shayan, S., Bakker, A., & van der Schaaf, M. F. (2016). Exposing Piaget’s scheme: Empirical evidence for the ontogenesis of coordination in learning a mathematical concept. Paper presented at International Conference of the Learning Sciences (ICLS 2016), Singapore.
2015
Scholarly publications
Shayan, S., Abrahamson, D., Bakker, A., Duijzer, C., & van der Schaaf, M. (2015). The Emergence of Proportional Reasoning From Embodied Interaction With a Tablet Application: an Eye-Tracking Study. In Proceedings of INTED2015 Conference (pp. 5732-5741). (Proceedings of INTED2015 Conference). http://www.mendeley.com/research/emergence-proportional-reasoning-embodied-interaction-tablet-application-eyetracking-study
https://dspace.library.uu.nl/bitstream/handle/1874/430712/ShayanAbrahamsonBakkerDuijzer-vdSchaaf2015-INTED.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/430712/ShayanAbrahamsonBakkerDuijzer-vdSchaaf2015-INTED.pdf?sequence=1
Makar, K., Bakker, A., & Ben-Zvi, D. (2015). Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia (pp. 397-404). MERGA.
https://dspace.library.uu.nl/bitstream/handle/1874/327636/RP2015_42.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/327636/RP2015_42.pdf?sequence=1
Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & van der Schaaf, M. F. (2015). The emergence of proportional reasoning from embodied interaction with a tablet application: an eyetracking study. In Proceedings of the 9th international technology, education, and development conference (INTED 2015) (pp. 5732)
https://dspace.library.uu.nl/bitstream/handle/1874/327635/ShayanAbrahamsonBakkerDuijzer_vdSchaaf2015_INTED.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/327635/ShayanAbrahamsonBakkerDuijzer_vdSchaaf2015_INTED.pdf?sequence=1
Vaessen, B. E., Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Bakker, A., & Draijer, J. M. (2015). Effecten van onderwijsaanpakken op attitudes tegenover de bètawetenschappen. Freudenthal instituut.
Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: introduction and review. ZDM: The International Journal on Mathematics Education, 47(7), 1047-1065. https://doi.org/10.1007/s11858-015-0738-8
Makar, K., Bakker, A., & Ben-Zvi, D. (2015). Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. ZDM: The International Journal on Mathematics Education, 47(7), 1107-1120. https://doi.org/10.1007/s11858-015-0732-1
Ben-Zvi, D., Bakker, A., & Makar, K. (2015). Learning to reason from samples. Educational Studies in Mathematics, 88(3), 291-303. https://doi.org/10.1007/s10649-015-9593-3
Bakker, A., & van Eerde, H. (2015). An introduction to design-based research with an example from statistics education. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Doing qualitative research: Methodology and methods in mathematics education (pp. 429-466). (Advances in Mathematics Education). Springer. https://doi.org/10.1007/978-94-017-9181-6_16
Professional publications
Munk, F., Smit, J., Bakker, A., & Keijzer, R. (2015). Hoe zeggen we dit in de rekenles? Aandacht voor taal in het rekenonderwijs. Volgens Bartjens, 35(1), 34-37.
Keijzer, R., Munk, F., Bakker, A., & Smit, J. (2015). Rekentaal. Didactief, 2015, 46.
https://dspace.library.uu.nl/bitstream/handle/1874/323274/Rekentaal.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/323274/Rekentaal.pdf?sequence=1
Other output
Bakker, A., van der Schaaf, M. F., Shayan, S., & Leseman, P. (2015, Oct 16). Embodied Design in Education. Unpublished.
Bakker, A., Prins, G. T., Savelsbergh, E., Vaessen, B. E., Rietbergen, C., Fechner, S., & Draijer, J. M. (2015). Interesse wekken voor bèta: Een meta-analyse. Abstract from Onderwijs Research dagen, Leiden, Netherlands.
Prins, G. T., Fechner, S., Savelsbergh, E. R., Rietbergen, C., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2015). Effects of Educational Interventions on Student Attitudes toward Science and Mathematics. Abstract from ESERA, Helsinki, Finland.
2014
Scholarly publications
Bakx, A., Bakker, A., & Beijaard, D. (2014). Promotieonderzoek door docenten om de kloof tussen onderzoek en onderwijspraktijk te verkleinen. Pedagogische Studien, 91(3), 150-168. http://www.mendeley.com/research/promotieonderzoek-door-docenten-om-kloof-tussen-onderzoek-en-onderwijspraktijk-te-verkleinen
Dierdorp, A., Bakker, A., van Maanen, J., & Eijkelhof, H. (2014). Meaningful statistics in professional practices as a bridge between mathematics and science: an evaluation of a design research project. International Journal of STEM Education, 1(9), Article 9. https://doi.org/10.1186/s40594-014-0009-1
Noorloos, R., Taylor, S., Bakker, A., & Derry, J. (2014). An inferentialist alternative to constructivism in mathematics education. In PME 38 Proceedings (pp. 321-329).
Bakker, A. (2014). Implications of technology on what students need to know about statistics. In T. Wassong, D. Frischemeier, P. R. Fischer, R. Hochmuth, & P. Bender (Eds.), Mit Werkzeugen Mathematik und Stochastik lernen - Using Tools for Learning Mathematics and Statistics (pp. 143-152). Springer. https://doi.org/10.1007/978-3-658-03104-6_11
Bakker, A., & Akkerman, S. F. (2014). A boundary-crossing approach to support students' integration of statistical and work-related knowledge. Educational Studies in Mathematics, 86(2), 223-237. https://doi.org/10.1007/s10649-013-9517-z
Bakker, A., Groenveld, D., Wijers, M., Akkerman, S. F., & Gravemeijer, K. P. E. (2014). Proportional reasoning in the laboratory: An intervention study in vocational education. Educational Studies in Mathematics, 86(2), 211-221. https://doi.org/10.1007/s10649-012-9393-y
Bakker, A., & Akkerman, S. F. (2014). Leren door boundary crossing tussen school en werk. Pedagogische Studiën, 91(1), 8-23.
Bakker, A. (2014). Characterising and developing vocational mathematical knowledge. Educational Studies in Mathematics, 86(2), 151-156. https://doi.org/10.1007/s10649-014-9560-4
Bakx, A., Bakker, A., & Beijaard, D. (2014). PhD research by teachers to close the gap between research and educational practice. Pedagogische Studiën, 91(3), 150-168.
Professional publications
Verhoef, N. C., Drijvers, P., Bakker, A., & Konings, T. (2014). Tussen wal en schip: Wiskundig-didactisch onderwijsonderzoek in Nederland. Platform Wiskunde Nederland. http://www.platformwiskunde.nl
https://dspace.library.uu.nl/bitstream/handle/1874/304332/PWN_rapport_onderwijsonderzoekscommissie.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/304332/PWN_rapport_onderwijsonderzoekscommissie.pdf?sequence=1
Bakker, A. (2014). Wiskunde van de 21ste eeuw. Euclides, 89(5), 1-14.
Other output
Akkerman, S., & Bakker, A. (2014). How do talented and motivated students’ interests in science develop across sites of learning?. Paper presented at SIG4 & SIG17 of the European Association for Research on Learning and Instruction, Leuven, Belgium.
Heusdens, W., Baartman, L., Bakker, A., & de Bruijn, E. (2014). Aha, now I get it! Capturing students’ learning processes during knowledge development in senior secondary vocational education. Abstract from SIG 14 of the European Association for Research on Learning and Instruction (EARLI), Oslo, Norway.
2013
Scholarly publications
Dierdorp, A., Bakker, A., Eijkelhof, H. M. C., & van Maanen, J. A. (2013). Betekenisvolle statistiek in beroepspraktijken als brug tussen wiskunde en natuurwetenschappen: evaluatie van een ontwerponderzoek. Pedagogische Studiën, 90(2), 4-18.
Bakker, A., Boersma, K. T., & van Driel, J. (2013). Onderzoek naar de vernieuwingen in het bètaonderwijs. Pedagogische Studiën, 90(2), 2-3.
Smit, J., van Eerde, H. A. A., & Bakker, A. (2013). A conceptualisation of whole-class scaffolding. British Educational Research Journal, 39(5), 817-834. https://doi.org/10.1002/berj.3007
Biehler, R., Ben-Zvi, D., Bakker, A., & Makar, K. (2013). Technology for enhancing statistical reasoning at the school level. In M. A. Clements (Ed.), Third International Handbook on Mathematics Education (pp. 643-689). (Springer international handbooks of education; No. 27). Springer. https://doi.org/10.1007/978-1-4614-4684-2_21
Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2013). Mathematics in the Workplace: Issues and Challenges. In A. Damlamian, J. F. Rodrigues, & R. Strässer (Eds.), Educational interfaces between mathematics and industry : report on an ICMI-ICIAM-study (pp. 43-50). (New ICMI study series; No. 16). Springer. https://doi.org/10.1007/978-3-319-02270-3_4
Other output
Bakker, A., van Mierlo, X., & Akkerman, S. (2013). Integrating school and work perspectives on statistics in vocational laboratory education. Paper presented at Paper presented at CERME 8, February 7, Antalya, Turkey.
2012
Scholarly publications
Ben-Zvi, D., Aridor, K., Makar, K., & Bakker, A. (2012). Students’ emergent articulations of uncertainty while making informal statistical inferences. ZDM: The International Journal on Mathematics Education, 44(7), 913-925. https://doi.org/10.1007/s11858-012-0420-3
Akkerman, S., & Bakker, A. (2012). Crossing boundaries between school and work during apprenticeships. Vocations and Learning, 5(2), 153-173. https://doi.org/10.1007/s12186-011-9073-6
Smit, J., van Eerde, H. A. A., & Bakker, A. (2012). Developing A Pedagogical Genre For Reasoning About Line Graphs. In Conference Proceedings, Patchwork: Learning Diversities (pp. 66-70). Institute of Psychology.
Bakker, A., Hoyles, C., Kent, P., & Noss, R. (2012). Improving work processes by making the invisible visible. In D. W. Livingstone, & D. Guile (Eds.), The knowledge economy and lifelong learning : a critical reader (pp. 257-275). (The knowledge economy and education; No. 4). Sense Publishers. https://doi.org/10.1007/978-94-6091-916-2_13
Professional publications
Akkerman, S., & Bakker, A. (2012). Het leerpotentieel van grenzen: "Boundary crossing" binnen en tussen organisaties. Opleiding en Ontwikkeling, 25(1), 15-19.
Verschut, A., & Bakker, A. (2012). Samenhangende kennis: Hoe bevorder je die bij statistiek en kansrekening? Nieuwe Wiskrant, 31(3), 32-38.
https://dspace.library.uu.nl/bitstream/handle/1874/272513/verschutbakkerivorentoren.pdf?sequence=2
https://dspace.library.uu.nl/bitstream/handle/1874/272513/verschutbakkerivorentoren.pdf?sequence=2
2011
Scholarly publications
Bakker, A., Kent, P., Hoyles, C., & Noss, R. (2011). Designing for Communication at Work: A Case for Technology-Enhanced Boundary Objects. International Journal of Educational Research, 50(1), 26-32.
Dierdorp, A., Bakker, A., Eijkelhof, H. M. C., & van Maanen, J. A. (2011). Authentic practices as contexts for learning to draw inferences beyond correlated data. Mathematical Thinking and Learning, 13, 132-151. https://doi.org/10.1080/10986065.2011.538294
Akkerman, S., & Bakker, A. (2011). Learning at the boundary: An introduction. International Journal of Educational Research, 50(1), 1-5.
Makar, K., Bakker, A., & Ben-Zvi, D. (2011). The reasoning behind informal statistical inference. Mathematical Thinking and Learning, 13, 152-173. https://doi.org/10.1080/10986065.2011.538301
Bakker, A., Wijers, M. M., Jonker, V. H., & Akkerman, S. (2011). The use, nature and purposes of measurement in intermediate-level occupations. ZDM: The International Journal on Mathematics Education, 43(5), 737-746. https://doi.org/10.1007/s11858-011-0328-3
Bakker, A., Wijers, M. M., & Akkerman, S. (2011). The challenges of teaching statistics in secondary vocational education. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 735-744). European Society for Research in Mathematics Education.
Akkerman, S., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132-169. http://rer.sagepub.com/content/early/2011/04/19/0034654311404435.full.pdf+html?ijkey=4LKMx60v0wQzc&keytype=ref&siteid=sprer
Ben-Zvi, D., Makar, K., Bakker, A., & Aridor, K. (2011). Children‘s emergent inferential reasoning about samples in an inquiry-based environment. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 745-754). University of Rzeszow.
Bakker, A., & Derry, J. (2011). Lessons from inferentialism for statistics education. Mathematical Thinking and Learning, 13, 5-26. https://doi.org/10.1080/10986065.2011.538293
Kent, P., Bakker, A., Hoyles, C., & Noss, R. (2011). Measurement in the workplace: The case of process improvement in the manufacturing industry. ZDM: The International Journal on Mathematics Education, 43(5), 747-758. https://doi.org/10.1007/s11858-011-0359-9
Verschut, A., & Bakker, A. (2011). Implementing a more coherent statistics curriculum. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 915-924). University of Rzeszow.
https://dspace.library.uu.nl/bitstream/handle/1874/272666/CERME_Verschut-Bakker.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/272666/CERME_Verschut-Bakker.pdf?sequence=1
Professional publications
Bakker, A., Wijers, M. M., Groenveld, D., & Nilwik, H. J. M. (2011). Uit de ivoren toren: rekenen in beroepscontexten. Nieuwe Wiskrant, 31(1), 39-44.
Other output
Bakker, A., Akkerman, S., Wijers, M. M., & Gravemeijer, K. P. E. (2011). Onderzoek naar de school-werkaansluiting op de labopleidingen.
Bakker, A., Akkerman, S., & Wijers, M. M. (2011). The challenges of teaching statistics in secondary vocational education. Paper presented at Paper presented at the Seventh Congress of the European Society for Research in Mathematics (CERME 9), February 9, Rzeszow, Poland.
https://dspace.library.uu.nl/bitstream/handle/1874/272680/CERME_Bakker-Wijers-Akkerman%2520%281%29.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/272680/CERME_Bakker-Wijers-Akkerman%2520%281%29.pdf?sequence=1
Akkerman, S., & Bakker, A. (2011). Het leerpotentieel op de grens tussen praktijken: Een literatuurstudie naar boundary crossing en boundary objects. Paper presented at Paper gepresenteerd op Onderwijs Research Dagen (ORD), 8-10 juni, Maastricht.
Akkerman, S., & Bakker, A. (2011). Crossing boundaries between vocational laboratory school and work: A study of apprentices. Paper presented at Paper presented at the 2rd International ISCAR (International Society for Cultural and Activity Research) Summer University, July 5-10, Rome, Italy.
Bakker, A., Akkerman, S., Wijers, M. M., & Gravemeijer, K. P. E. (2011). Rekenen en statistiek op de labopleidingen.
2010
Scholarly publications
Verschut, A., & Bakker, A. (2010). Towards evaluation criteria for coherence of a data-based statistics curriculum. In C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society. Proceedings of the Eighth International Conference on Teaching Statistics International Statistics Institute. http://www.fi.uu.nl/~%20arthur/ICOTS8_3E1_VERSCHUT.pdf
Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2010). Improving mathematics at work: The need for techno-mathematical literacies. Routledge.
Bakker, A., Wijers, M. M., & Akkerman, S. (2010). The influence of technology on what vocational students need to learn about statistics: The case of lab technicians. In C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society. Proceedings of the Eighth International Conference on Teaching Statistics (pp. 6p). International Statistical Institute, http://www.stat.auckland.ac.nz/~iase/publications/icots8/ICOTS8_8I4_BAKKER.pdf.
Wijers, M. M., Bakker, A., & Jonker, V. H. (2010). A framework for mathematical literacy in competence — based secondary vocational education. In A. Araújo, A. Fernandes, A. Azevedo, & J. Rodrigues (Eds.), Proceedings of the EIMI 2010 Conference on educational interfaces between mathematics and industry (pp. 583-597). Centro Internacional de Matemática.
Dierdorp, A., Bakker, A., van Maanen, J. A., & Eijkelhof, H. M. C. (2010). Educational versions of authentic practices as contexts to teach statistical modeling. In C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society. Proceedings of the Eighth International Conference on Teaching Statistics International Statistical Institute. http://www.stat.auckland.ac.nz/~iase/publications.php
Other output
Bakker, A., Akkerman, S., Wijers, M. M., & Gravemeijer, K. P. E. (2010). Boundary crossing between vocational education and science laboratories: How well are students prepared?. Paper presented at Paper presented at American Education Research Association, Denver, USA. http://www.aera.net
Bakker, A., Akkerman, S., Wijers, M. M., & Gravemeijer, K. P. E. (2010). From vocational education to laboratory work: How well are apprentices prepared in terms of techno-mathematical literacies?. Paper presented at Paper presented at the Joint Conference of EARLI SIG’s 10 and 21 - Moving through cultures of learning (September 2 - 3), Utrecht, Nederland. http://sig-writing.publication-archive.com/public?fn=enter&repository=1
Akkerman, S., Bakker, A., Wijers, M. M., & Gravemeijer, K. P. E. (2010). Crossing the boundary between vocational school and work cultures: The learning potential of apprenticeships in laboratory education. Paper presented at Paper presented at the Joint Conference of EARLI SIG’s 10 and 21 – Moving through cultures of learning (September 2 - 3), Utrecht, Nederland. http://sig-writing.publication-archive.com/public?fn=enter&repository=1
2009
Scholarly publications
Bakker, A., Kent, P., Noss, R., & Hoyles, C. (2009). Alternative representations of statistical measures in computer tools to promote communication between employees in automotive manufacturing. Technology Innovations in Statistics Education, 3(2). http://www.escholarship.org/uc/item/53b9122r
Kolovou, A., van den Heuvel-Panhuizen, M. H. A. M., & Bakker, A. (2009). Non-routine problem solving tasks in primary school mathematics textbooks - A needle in a haystack. Mediterranean Journal for Research Mathematics Education, 8(2), 31-68.
Other output
Bakker, A., Kent, P., Noss, R., & Hoyles, C. (2009). Re-presenting statistical measures in technology-enchanced boundary objects; Examples from the automotive industry. Poster session presented at Poster presentatie Earli.
Dierdorp, A., Bakker, A., Eijkelhof, H. M. C., & van Maanen, J. A. (2009). Authentic practices as contexts for learning to draw conclusions from correlated data. Poster session presented at ESERA 2009 conference, Istanbul, Turkey.
https://dspace.library.uu.nl/bitstream/handle/1874/40595/Dudoc%2520proposal%25202009%2520Adri%2520Dierdorp.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/40595/Dudoc%2520proposal%25202009%2520Adri%2520Dierdorp.pdf?sequence=1
Akkerman, S., & Bakker, A. (2009). Meaning in motion: a literature review of boundary phenomena. Abstract from EARLI 2009, Amsterdam.
2008
Scholarly publications
Bakker, A., Kent, P., Noss, R., & Hoyles, C. (2008). Using technology-enhanced boundary objects to develop techno-mathematical literacies in manufacturing industry. In V. Jonker, G. Kanselaar, F. Prins, & P. Kirschner (Eds.), Proceedings of the International Conference of the Learning Sciences 2008 International Society of the Learning Sciences.
Kolovou, A., van den Heuvel-Panhuizen, M. H. A. M., Bakker, A., & Elia, I. (2008). An ICT environment to assess and support students’ mathematical problem-solving performance in non-routine puzzle-like word problems. In A. Gagatsis (Ed.), Research in Mathematics Education (pp. 175-190). School of Social Sciences and Sciences of Education, University of Cyprus.
Bakker, A., Kent, P., Derry, J., Noss, R., & Hoyles, C. (2008). Statistical inference at work: Statistical process control as an example. Statistics Education Research Journal, 7(2), 130-145.
Bakker, A. (2008). Geleid heruitvinden vanuit een probleemstellende benadering. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 27(1), 44-49.
Professional publications
Bakker, A., & Dierdorp, A. (2008). Boekbespreking: Van vakgericht naar competentiegericht statistiekonderwijs. Euclides, 84(3), 106-108.
Other output
Kolovou, A., Bakker, A., & van den Heuvel-Panhuizen, M. H. A. M. (2008). Hoeveel probleemoplossen zit erin onze reken-wiskundemethodenl?. Paper presented at Werkgroep op de 26ste Panamaconferentie, Noordwijkerhout.
Kolovou, A., van den Heuvel-Panhuizen, M. H. A. M., Bakker, A., & Elia, I. (2008). An ICT environment to assess and support students’ mathematical problem-solving performance in non-routine puzzle-like word problems. Paper presented at Paper at ISDDE Conference 2008: Linking design research to professional educational design (5 pp.), Egmond aan Zee.
2007
Scholarly publications
Noss, R., Bakker, A., Hoyles, C., & Kent, P. (2007). Situating graphs as workplace knowledge. Educational Studies in Mathematics, 65(3), 367-384.
Bakker, A. (2007). Diagrammatisch redeneren als basis voor begripsontwikkeling in het statistiekonderwijs. Pedagogische Studiën, 84(5), 340-357.
Gravemeijer, K. P. E., Bakker, A., & Wubbels, T. (2007). Wiskunde en ICT. Inleiding op het themanummer. Pedagogische Studiën, 84(5), 327-329.
Kent, P., Hoyles, C., Noss, R., Guile, D., & Bakker, A. (2007). Learning and technology at work. Mind, Culture, and Activity, 14, 1-4.
Bakker, A. (2007). Diagrammatic reasoning and hypostatic abstraction in statistics education. Semiotica, 164, 9-29.
Kent, P., Hoyles, C., Noss, R., Guile, D., & Bakker, A. (2007). Characterizing the use of mathematical knowledge in boudary-crossing situations at work. Mind, Culture, and Activity, 14(1&2), 64-82.
Hoyles, C., Bakker, A., Kent, P., & Noss, R. (2007). Attributing meanings to representations of data: The case of statistical process control. Mathematical Thinking and Learning, 9, 331-360.
Other output
Bakker, A., Westbroek, H. B., Klaassen, K., Boersma, K. T., & Pilot, A. (2007). De haalbaarheid van een natuurwetenschappelijk curriculum dat gebaseerd is op authentieke handelingspraktijken.. Paper presented at ORD, Groningen.
Westbroek, H. B., Bakker, A., Klaassen, K., Boersma, K. T., & Pilot, A. (2007). The possibility of a coherent science curriculum based on authentic practices.. Paper presented at ESERA, Malmo, Sweden.
Westbroek, H. B., Bakker, A., Klaassen, K., & Pilot, A. (2007). The feasibility of designing a coherent science curriculum inspired by authentic practices. Paper presented at ESERA, Malmo, Sweden.
2006
Scholarly publications
Bakker, A., Derry, J., & Konold, C. (2006). Using technology to support diagrammatic reasoning about center and variation. In Proceedings of the Seventh International Conference on Teaching Statistics https://www.srri.umass.edu/sites/srri/files/baker-2006uts/index.pdf
Bakker, A., Hoyles, C., Kent, P., & Noss, R. (2006). Improving work processes by making the invisible visible. Journal of Education and Work, 19(4), 343-361.
Roodhardt, A., Wijers, M., Bakker, A., Cole, B. R., & Burrill, G. (2006). Great predictions. (Encyclopaedia Britannica, Inc. ed.) Wisconsin Center for Education Research & Freudenthal Institute.
Jong, J. A., Wijers, M., Bakker, A., Middleton, J. A., Simon, A. N., & Burrill, G. (2006). Dealing with data. (Encyclopaedia Britannica, Inc. ed.) Wisconsin Center for Education Research & Freudenthal Institute.
Bakker, A., Kent, P., Noss, R., Hoyles, C., & Bhinder, C. (2006). "It's not just magic!" Learning opportunities with spreadsheets in the financial sector. In D. Hewitt (Ed.), Proceedings of the British Society for Research into Learning Mathematics (pp. 17-22). BSRLM.
Bakker, A., Kent, P., Noss, R., & Hoyles, C. (2006). Designing statistical learning opportunities for industry. In A. Rossman, & B. Chance (Eds.), Proceedings of the seventh international conference on Teaching Statistics, Salvador, Brazil (pp. 1-4). International Statistical Institute.
Bakker, A., & Gravemeijer, K. P. E. (2006). A historical phenomenology of mean and median. Educational Studies in Mathematics, 62(2), 149-168.
Jonker, V. H., van Galen, F. H. J., Boswinkel, N., Wijers, M., Bakker, A., Simon, A. N., & Burrill, G. (2006). Take a change. (Encyclopaedia Britannica, Inc. ed.) Wisconsin Center for Education Research & Freudenthal Institute.
Wijers, M., de Lange, J., Bakker, A., Shafer, M. C., & Burrill, G. (2006). Insights into data. (Encyclopaedia Britannica, Inc. ed.) Wisconsin Center for Education Research & Freudenthal Institute.
Gravemeijer, K. P. E., & Bakker, A. (2006). Design research and design heuristics in statistics education. In A. Rossman, & B. Chance (Eds.), Proceedings of the seventh international conference on Teaching Statistics, Salvador, Brazil (pp. 1-6). International Statistical Institute.
Bakker, A., Derry, J., & Konold, C. (2006). Technology to support diagrammatic reasoning about center and variation. In A. Rossmann, & B. Chance (Eds.), Proceedings of the Seventh International Conference on Teaching Statistics, Salvador Brasil International Statistical Institute.
2005
Scholarly publications
Bakker, A., & Hoffmann, M. (2005). Diagrammatic reasoning as the basis for developing concepts: A semiotic analysis of students' learning about statistical distribution. Educational Studies in Mathematics, 60(3), 333-358.
Bakker, A. (2005). Do computer tools improve statistical literacy? MSOR Connections, 5(1), 28-29.
Bakker, A., Kent, P., Hoyles, C., & Noss, R. (2005). Techno-mathematical Literacies in the workplace. MSOR Connections, 5(1), 25-27.
Bakker, A., Chance, B., Li, J., & Watson, J. (2005). Working group report on curriculum and research in statistics education. In G. Burrill (Ed.), Curricular development in statistics education (pp. 279-282). IASE.
Bakker, A. (2005). Redeneren als basis voor begripsontwikkeling [Reasoning as a basis for conceptual development]. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 24(1), 3-8.
Kent, P., Bakker, A., Hoyles, C., & Noss, R. (2005). Statistical reasoning in the workplace: Techno-mathematical Literacies and learning opportunities. In D. Hewitt (Ed.), Proceedings of the British Society for Research into Learning Mathematics (pp. 37-42). BSRLM.
Bakker, A., Biehler, R., & Konold, C. (2005). Should young students learn about box plots? In G. Burrill, & M. Camden (Eds.), Curricular development in statistics education: International Association for Statistical Education 2004 Roundtable . (pp. 163-173). International Statistical Institute.
Professional publications
Bakker, A. (2005). Pillen tellen. Goed tellen is soms van levensbelang [Counting tablets well can save lives]. Volgens Bartjens, 24(4), 24-24.
Bakker, A. (2005). Celia Hoyles on Freudenthal - an interview. In H. ter Heege, T. Goris, R. Keijzer, & L. Wesker (Eds.), Freudenthal 100 (pp. 129-131). Freudenthal instituut.
Bakker, A., & Frederickson, A. (2005). Comparing and distributing growing samples by hand and with a computer tool. In W. J. Masalski (Ed.), Technology-supported mathematics learning environments: (pp. 75-91). (Sixty-Seventh Yearbook of the NCTM). National Council of Teachers of Mathematics.
2004
Scholarly publications
Bakker, A. (2004). Reasoning about shape as a pattern in variability. Statistics Education Research Journal, 3(2), 64-83.
Bakker, A. (2004). Design research in statistics education. In Drijvers, P.H.M. (Ed.), Classroom-based Research in Mathematics Education: Overview of doctoral research published by the Freudenthal Institute 2001-2004 (pp. 61-82). Freudenthal Institute.
Bakker, A. (2004). Design research in statistics education on symbolizing and computer tools. [Doctoral thesis 1 (Research UU / Graduation UU), Utrecht University]. Freudenthal Institute. https://dspace.library.uu.nl/handle/1874/893
Bakker, A., & Gravemeijer, K. P. E. (2004). Learning to reason about distribution. In D. Ben-Zvi, & J. Garfield (Eds.), The Challenge of Developing Statistical Literacy, Reasoning and Thinking (pp. 147-168). Kluwer Academic Publshers.
Professional publications
de Goeij, E. T. J., Nelissen, J. M. C., & Bakker, A. (2004). Onderzoek splitsend rekenen tot 100. UU WINFI Freudenthal Instituut.
2003
Scholarly publications
Bakker, A., & Gravemeijer, K. P. E. (2003). Planning for teaching statistics through problem solving. In R. Charles, & H. R. Schoen (Eds.), Teaching mathematics through problem solving: Grades 6-12 (pp. 105-117). NCTM.
Bakker, A. (2003). The Early History of Average Values and Implications for Education. Journal of Statistics Education, 11(1), online journal without page numbers. https://doi.org/10.1080/10691898.2003.11910694
Bakker, A., & Gravemeijer, K. P. E. (2003). Chain of signification as a design heuristic and an instrument of analysis in design research. In L. Mason, S. Andreuzza, B. Arfe, & L. Del Favero (Eds.), 10th European Conference for research on learning and instruction (pp. 498). Cooperativa Libraria Editrice Universita.
2002
Scholarly publications
Bakker, A., & Gravemeijer, K. P. E. (2002). Leren redeneren over statistische verdelingen; een ontwikkelingsonderzoek. Tijdschrift voor Didactiek der Betawetenschappen, 19(1 & 2), 21-41.
Bakker, A. (2002). Route-type and landscape-type software for learning statistical data analysis. In B. Phillips (Ed.), Proceedings of the International Conference of Teaching Statistics
2001
Scholarly publications
Bakker, A. (2001). Symbolizing data into a 'bump'. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (PME) (pp. 81-88). Freudenthal Institute.
Bakker, A. (2001). Statistical minitools in a learning trajectory. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (PME) (pp. 383). Freudenthal Institute.
Professional publications
Bakker, A. (2001). Uit de oude doos? Hans Freudenthal geciteerd. Euclides, 76(6), 245.
Bakker, A. (2001). De mediaan in het middelpunt. Nieuwe Wiskrant, 21(1), 28-31.
Bakker, A. (2001). Minitools om statistiek mee te leren. Nieuwe Wiskrant, 20(4), 39-43.
2000
Professional publications
Bakker, A., Drijvers, P. H. M., & de Haan, D. L. (2000). Nationale Wiskunde Dagen 2000. Nieuwe Wiskrant, 19(3), 22-24.
Bakker, A., & van Galen, F. H. J. (2000). Cathy Fosnot over constructivisme. Tijdschrift voor nascholing en onderzoek van het reken-wiskunde onderwijs, 19(1), 21-23.
1999
Scholarly publications
Bakker, A. (1999). Historical and didactical phenomenology of the average values. In P. Radelet-de Grave (Ed.), Proceedings of the conference 'History and Epistemology in Mathematics Education' (pp. 91-106).
Professional publications
Bakker, A. (1999). Laplace 250 jaar geleden geboren. Nieuwe Wiskrant, 18(4), 33-34.
Bakker, A. (1999). Statistisch redeneren: uitstapje naar de cognitieve psychologie. Nieuwe Wiskrant, 19(2), 42-48.
Bakker, A. (1999). Vijf jaar Nationale Wiskunde Dagen. Nieuwe Wiskrant, 18(3), 4-8.
1998
Professional publications
Bakker, A. (1998). Mathematics of the 19th century. Euclides, 73, 178-179.
1996
Scholarly publications
Bakker, A., & Ziegler, R. (1996). Finsler-Mengenlehre. Institute for Logic, Language, and Computation UvA.
Professional publications
Bakker, A. (1996). The Mathematical Experience. Nieuwe Wiskrant, 16, 35-37.