Publications

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2024

Scholarly publications

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

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

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

2023

Scholarly publications

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.

van Hoeve, M., Doorman, M., & Veldhuis, M. (2023). Fostering a growth mindset in secondary mathematics classrooms in the Netherlands. Research in Mathematics Education. Advance online publication. https://doi.org/10.1080/14794802.2023.2241433

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

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
https://dspace.library.uu.nl/bitstream/handle/1874/431004/10-1108_IJLLS-01-2022-0009.pdf?sequence=1

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
https://dspace.library.uu.nl/bitstream/handle/1874/431374/An_Exploratory_Study_to_Improve_Reading_and_Comprehending_Mathematical_Expressions_in_Braille.pdf?sequence=1

Professional publications

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

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_Grote_Rekendag.pdf

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

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_gem.pdf

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

2022

Scholarly publications

Shvarts, A., Doorman, M., & Alberto, R. (2022). Concrete–abstract–new-concrete: Freudenthal and Davydov in advancing embodied design framework: Twelfth Congress of the European Society for Research in Mathematics Education (CERME 12). 3024-3031. https://hal.science/hal-03749358/document

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

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
https://dspace.library.uu.nl/bitstream/handle/1874/425277/978_3_031_10518_0_17.pdf?sequence=1

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

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

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

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

van Leendert, A.-M., Doorman, M., Drijvers, P., Pel, J., & Steen, J. V. D. (2022). Teachers’ Skills and Knowledge in Mathematics Education for Braille Readers. Technology, Knowledge and Learning, 27, 1171–1192. https://doi.org/10.1007/s10758-021-09525-2

Professional publications

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.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/421500/TIMEsquared_course.pdf?sequence=1

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

2021

Scholarly publications

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

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

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

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.

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

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

Professional publications

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.

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

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

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, Article 100773. https://doi.org/10.1016/j.jmathb.2020.100773

Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J., Doorman, L. M., & Leseman, P. P. M. (2020). Moving towards understanding: Students interpret and construct motion graphs. Mediterranean Journal for Research in Mathematics Education, 17, 25-51.
https://dspace.library.uu.nl/bitstream/handle/1874/396875/Moving_towards_understanding.pdf?sequence=2

Tanudjaya, C. P., & Doorman, L. M. (2020). Examining Higher Order Thinking in Indonesian Lower Secondary Mathematics Classrooms. Journal on Mathematics Education, 11(2), 277-300. https://doi.org/10.22342/jme.11.2.11000.277-300

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

Professional publications

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

2019

Scholarly publications

Sangkala, N. R., & Doorman, L. M. (2019). The influence of inquiry-based learning on Indonesian students’ attitude towards science. Journal of Physics: Conference Series, 1321(3). https://doi.org/10.1088/1742-6596/1321/3/032123

van Leendert, A.-M., Doorman, L. M., Drijvers, P., Pel, J., & van der Steen, J. (2019). Supporting braille readers in reading and comprehending mathematical expressions and equations. 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. 4704-4711). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/392155/Supporting_braille_readers.pdf?sequence=1

Duijzer, C., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Doorman, M. (2019). Moving towards understanding graphical representations of motion. 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. 4491-4498). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02435224

van Hoeve, M. L., Doorman, L. M., & Veldhuis, M. (2019). How can teachers influence their students’ (mathematical) mindset? In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of Eleventh Congress of the European Society for Research in Mathematics Education (pp. 1549-1556). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02410257

Huang, L., Doorman, L. M., & van Joolingen, W. R. (2019). Chinese and Dutch mathematics teachers’ beliefs about inquiry-based learning. In U. T. Jankvist, M. V. D. Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 3913-3920). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02430470

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

Bos, R. D., Doorman, L. M., Cafuta, K., Praprotnik, S., Antoliš, S., & Bašić, M. (2019). Supporting the reinvention of the slope of a curve in a point: A smooth slope to slide is a smooth slide to slope. 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 Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings

Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Doorman, L. M. (2019). Supporting primary school students’ reasoning about motion graphs through physical experiences. ZDM - International Journal on Mathematics Education, 51(6), 899-913. https://doi.org/10.1007/s11858-019-01072-6

Drijvers, P. H. M., Kodde-Buitenhuis, H., & Doorman, M. (2019). Assessing mathematical thinking as part of curriculum reform in the Netherlands. Educational Studies in Mathematics, 102(3), 435-456. https://doi.org/10.1007/s10649-019-09905-7

Doorman, L. M., Bos, R. D., de Haan, D. L., Jonker, V. H., Besamusca, A., & Wijers, M. M. (2019). Making and Implementing a Mathematics Day Challenge as a Makerspace for Teams of Students. International Journal of Science and Mathematics Education, 17(1), 149-165. https://doi.org/10.1007/s10763-019-09995-y

Doorman, L. M. (2019). Design and research for developing local instruction theories. Avances de Investigación en Educación Matemática, 15, 29-42. https://doi.org/10.35763/aiem.v0i15

Maass, K., Doorman, L. M., Jonker, V. H., & Wijers, M. M. (2019). Promoting active citizenship in mathematics teaching. ZDM - International Journal on Mathematics Education, 51(6), 991–1003. https://doi.org/10.1007/s11858-019-01048-6

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, 31(3), 597-629. Article 31(3). https://doi.org/10.1007/s10648-019-09471-7

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. https://doi.org/10.1007/978-3-030-05514-1_3

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. https://doi.org/10.1177/0145482X18822024

Professional publications

de Haan, D., Wijers, M., Doorman, M., & Jonker, V. (2019). Ontwerp een parkeergarage. Opdracht voor de onderbouw wiskunde dag. Freudenthal Instituut, Universiteit Utrecht. http://www.fisme.science.uu.nl/toepassingen/28737/

Bos, R. D., & Doorman, L. M. (Eds.) (2019). MERIA Workshop Guide. https://meria-project.eu/sites/default/files/2019-08/MERIA%20Workshop%20Guide.pdf

Huang, L., Doorman, L. M., & van Joolingen, W. R. (2019). Het FIzier gericht op ... Onderzoekend wiskunde leren in Nederland en China. Euclides, 94(7), 40-42.

Besamusca, A., Doorman, L. M., Jonker, V. H., & Wijers, M. M. (2019). Omgaan met verschillen in de klas. Euclides, 94(6), 4-7. Article 1.

2018

Scholarly publications

Doorman, L. M. (2018). Design-based research and local instruction theories in mathematics education. Paper presented at XXII Simposio de la Sociedad Española de Investigación en Educación Matemática, Gijon, Spain.

Doorman, L. M., Van den Heuvel-Panhuizen, M., & Goddijn, A. J. (2018). The emergence of meaningful geometry: a reform case from the Netherlands. In ICMI Study 24 Pre-Conference proceedings. School mathematics curriculum reforms: Challenges, changes and opportunities (pp. 117-124). Tsukuba: University of Tsukuba.

Tolboom, J., & Doorman, L. M. (2018). The consequences of including computer-based mathematics and informatics in the STEM curriculum. In S. Mysore (Ed.), International Approaches to STEM Education (pp. 210-221). (CIDREE Yearbook; Vol. 2018). Luxembourg: Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques. http://www.cidree.org/wp-content/uploads/2018/11/cidree_yearbook_2018.pdf

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

Other output

de Haan, D. L., Wijers, M. M., Doorman, L. M., & Jonker, V. H. (2018, Feb 1). Veters rijgen: Opdracht voor de onderbouw wiskunde dag. Freudenthal instituut. http://www.fi.uu.nl/toepassingen/28633/

2017

Scholarly publications

Doorman, L. M., Drijvers, P. H. M., Gravemeijer, K., Boon, P. B. J., & Reed, H. (2017). 数学教育方面的教学设计研究: 技术支持下的关于函数概念学习活动安排的案例. In Q. Wang, T. Plomp, N. Nieveen, Z. Zhu, & X. Gu (Eds.), 教育设计研究: 理论与案例 (pp. 273-293). East China Normal University Press.

Professional publications

Doorman, L. M. (2017). How to pursue inquiry-based mathematics teaching. In C. Winsløw (Ed.), Practical guide to inquiry based mathematics teaching (pp. 17-28)
https://dspace.library.uu.nl/bitstream/handle/1874/356063/MERIA_Practical_Guide_to_IBMT.pdf?sequence=1

Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Doorman, L. M. (2017). Greep op grafieken. In M. Van Zanten (Ed.), Rekenen-wiskunde in de 21e eeuw – Ideeën en achtergronden voor primair onderwijs: Jubileumbundel ter gelegenheid van het 35-jarig bestaan van Panama (pp. 53-58). Panama - NVORWO - Universiteit Utrecht - SLO.
https://dspace.library.uu.nl/bitstream/handle/1874/347580/Duijzer_etal_2017_Panama35_Greep_op_grafieken.pdf?sequence=1

Doorman, L. M., & Eijkelhof, H. M. C. (2017). Grafieken en samenhang tussen de bètavakken. Euclides, 92(4), 37-39.

Other output

Wijers, M. M., Doorman, L. M., de Haan, D. L., & Jonker, V. H. (2017, Feb 1). Meer ruimte voor het festival: Opdracht voor de onderbouw wiskunde dag. Freudenthal instituut. http://www.fi.uu.nl/toepassingen/28540/

de Haan, D. L., Wijers, M. M., Jonker, V. H., & Doorman, L. M. (2017). Meer ruimte voor het festival.

2016

Scholarly publications

Tolboom, J., & Doorman, L. M. (Eds.) (2016). What is the position of mathematics and informatics education in a coherent STEM curriculum? Proceedings of the CIDREE STEM meeting 2016. http://downloads.slo.nl/Documenten/proceedings-of-the-cidree-stem-meeting-2016.pdf

Professional publications

van Leendert, A. J. M., & Doorman, L. M. (2016). Het FIzier gericht op wiskundige expressies voor braille-afhankelijke leerlingen. Euclides, 91(7).
https://dspace.library.uu.nl/bitstream/handle/1874/343169/Het_fizier_gericht_op_.._wiskundige_expressies_voor_braille_afhankelijke_leerlingen.pdf?sequence=1

Doorman, L. M., Jonker, V., & Wijers, M. M. (2016). Mathematics and Science in Life: Inquiry Learning and the World of Work. University of Education Freiburg. http://www.mascil-project.eu/images/pdf/Mascil_BOOK_EN_web.pdf

Other output

Doorman, L. M., de Haan, D. L., Wijers, M. M., & Jonker, V. H. (2016, Feb 1). Glazen, kokers en tennisballen: Opdracht voor de onderbouw wiskunde dag. http://www.fi.uu.nl/toepassingen/28431/

Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Doorman, L. M., & Lindmeier, A. (2016). Teaching graphing of change: A pilot study. Poster session 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.

Jonker, V. H., Wijers, M. M., Abels, M. J., & Doorman, L. M. (2016). Redesign guidelines to enrich classroom tasks for maths and science. Paper presented at International Congress on Mathematical Education, Hamburg.

2015

Scholarly publications

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

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

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

Doorman, L. M., Garcia, J., Potari, D., Zsombori, G., & András, S. (2015). The potential of a task for professional development across national contexts. In K. Maass, B. Barzel, G. Törner, D. Wernisch, E. Schäfer, & K. Reitz-Koncebovski (Eds.), Conference Proceedings. Educating the Educators: International Approaches to Scaling-up Professional Development in Mathematics and Science Education: Conference Proceedings in Mathematics Education 2 (pp. 216-227). WTM Verlag.
https://dspace.library.uu.nl/bitstream/handle/1874/322502/pages.pdf?sequence=1

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

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

Professional publications

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

Other output

Jonker, V. H., Wijers, M. M., Doorman, L. M., & de Haan, D. L. (2015, Feb 1). Vissen en erwten: Opdracht voor de onderbouw wiskunde dag. Freudenthal instituut. http://www.fi.uu.nl/toepassingen/28255/

2014

Scholarly publications

Drijvers, P., Tacoma, S., Besamusca, A., Heuvel, C. V. D., Doorman, M., & Boon, P. (2014). Digital technology and mid-adopting teachers’ professional development: a case study. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era (pp. 189-212). (Mathematics Education in the Digital Era ; Vol. 2). Springer Netherlands.

Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students' errors. The Mathematics Enthusiast, 11(3), 555-584.
https://dspace.library.uu.nl/bitstream/handle/1874/306080/Wijaya_7.pdf?sequence=1

Drijvers, P., Doorman, M., Kirschner, P., Hoogveld, B., & Boon, P. (2014). The effect of online tasks for algebra on student achievement in grade 8. Technology, Knowledge and Learning, 19(1-2), 1-18. https://doi.org/10.1007/s10758-014-9217-5

Professional publications

Doorman, M., Fechner, S., Jonker, V., & Wijers, M. (2014). Richtlijnen voor het ontwikkelen van lesmateriaal voor onderzoekend leren in wiskunde en natuurwetenschappen met behulp van beroepscontexten. EU.
https://dspace.library.uu.nl/bitstream/handle/1874/305117/2014_mascil_richtlijnen_voor_ontwerp.pdf?sequence=1

Doorman, M., Heiden, A. V. D., & Kuijpers, N. (Eds.) (2014). Weer tien jaar NWD: Een lichtbundel. Freudenthal instituut.

Doorman, M., Jonker, V., & Wijers, M. (2014). Het FIzier gericht op... Wiskunde in beroepen. Euclides, 89(7), 16-17.

Doorman, M. (2014). PRIMAS materials – IBL teaching and professional development materials. EU. http://www.primas-project.eu/
https://dspace.library.uu.nl/bitstream/handle/1874/305412/A9R144F.pdf?sequence=1

Doorman, M., & Jonker, V. (2014). Final versions of the initial package of classroom materials and guidelines. EU.
https://dspace.library.uu.nl/bitstream/handle/1874/305104/deliverablemascilw3D31FinalVersion.pdf?sequence=1

Other output

Wijers, M. M., de Haan, D. L., Doorman, L. M., & Jonker, V. H. (2014, Feb 1). Lappendekens: Opdracht voor de onderbouw wiskunde dag. Freudenthal instituut. http://www.fi.uu.nl/toepassingen/28136/

Doorman, M., Garcia, J., & Potari, D. (2014). The potential of a task for professional development across national contexts. 24. Abstract from Educating the Educators, Essen, United Kingdom.

2013

Scholarly publications

Maass, K., & Doorman, L. M. (2013). A model for a widespread implementation of inquiry-based learning. ZDM: The International Journal on Mathematics Education, 45(6), 887-899. https://doi.org/10.1007/s11858-013-0505-7

Doorman, L. M., Drijvers, P. H. M., Gravemeijer, K. P. E., Boon, P. B. J., & Reed, H. (2013). Design research in mathematics education: the case of an ict-rich learning arrangement for the concept of function. In T. Plomp, & N. Nieveen (Eds.), Educational design research. Part B. Illustrative cases (pp. 425-446). SLO.

Swan, M., Pead, D., Doorman, L. M., & Mooldijk, A. H. (2013). Designing and using professional development resources for inquiry based learning. ZDM: The International Journal on Mathematics Education, 45(7), 945-957. https://doi.org/10.1007/s11858-013-0520-8

Drijvers, P. H. M., Tacoma, S. G., Besamusca, A., Doorman, L. M., & Boon, P. B. J. (2013). DocentPraktijken in ICT-rijk wiskundeonderwijs. Freudenthal Instituut voor Didactiek van Wiskunde en Natuurwetenschappen, Universiteit Utrecht.
https://dspace.library.uu.nl/bitstream/handle/1874/289215/DocentPraktijken.pdf?sequence=1

Drijvers, P. H. M., Tacoma, S. G., Besamusca, A., Doorman, L. M., & Boon, P. B. J. (2013). Digital resources inviting changes in mid-adopting teachers’ practices and orchestrations. ZDM: The International Journal on Mathematics Education, 45(7), 987-1001. https://doi.org/10.1007/s11858-013-0535-1

Professional publications

Doorman, L. M. (2013). Het FIzier gericht op ... Rafael Núñez. Euclides, 89(3), 15-16.

Doorman, L. M. (2013). Zand strooien of verbeeldingskracht verrijken. Nieuwe Wiskrant, 32(3), 4-9.
https://dspace.library.uu.nl/bitstream/handle/1874/289204/323maart_doorman.pdf?sequence=1

de Haan, D. L., Jonker, V. H., Wijers, M. M., & Doorman, L. M. (2013). Pauzes op school - OnderbouwWiskundeDag 2013. Euclides, 89(3), 7-9.

Doorman, L. M., Drijvers, P., Kirschner, P. A., Boon, P. B. J., & Hoogveld, B. (2013). Uit de ivoren toren: Oefenen met de computer is niet automatisch effectief. Nieuwe Wiskrant, 32(4), 4-7.
https://dspace.library.uu.nl/bitstream/handle/1874/289207/324juni_doorman-etal.pdf?sequence=1

Other output

de Haan, D. L., Wijers, M. M., Doorman, L. M., & Jonker, V. H. (2013, Feb 1). Pauzes op school: Opdracht voor de onderbouw wiskunde dag. Freudenthal instituut. http://www.fi.uu.nl/toepassingen/00782/

2012

Scholarly publications

Doorman, L. M., Drijvers, P. H. M., Gravemeijer, K. P. E., Boon, P. B. J., & Reed, H. (2012). Tool use and the development of the function concept: from repeated calculations to functional thinking. International Journal of Science and Mathematics Education, 10(6), 1243-1267. https://doi.org/10.1007/s10763-012-9329-0
https://dspace.library.uu.nl/bitstream/handle/1874/266430/9329-0.pdf?sequence=1

Drijvers, P. H. M., Tacoma, S. G., Besamusca, A., Doorman, L. M., & Boon, P. B. J. (2012). DocentPraktijken in ICT-rijk wiskundeonderwijs. Kennisnet.

Professional publications

Doorman, L. M. (2012). Wiskunde voor dichters. In De exacte benadering : Syllabus Vakantiecursus 2012 (pp. 80-97). Platform Wiskunde Nederland.
https://dspace.library.uu.nl/bitstream/handle/1874/266505/Doorman.pdf?sequence=1

Doorman, L. M., van der Kooij, H., & Mooldijk, A. H. (2012). Denkactiviteiten, onderzoekend leren en de rol van de docent. Nieuwe Wiskrant, 31(4), 9-12.
https://dspace.library.uu.nl/bitstream/handle/1874/266435/doorman-vanderkooij-mooldijk.pdf?sequence=1

van der Valk, A. E., Doorman, L. M., & Eggens, L. (2012). Draaiboek cursus Bevorderen van Excellentie in de bètavakken. Universiteit Utrecht, Junior College Utrecht.

de Haan, D. L., Doorman, L. M., Jonker, V. H., & Wijers, M. M. (2012). De OnderBouwWiskundeDag. Nieuwe Wiskrant, 32(1), 12-16.
https://dspace.library.uu.nl/bitstream/handle/1874/276512/2012_wiskrant_onderbouwwiskundedag.pdf?sequence=3

Other output

Wijers, M. M., de Haan, D. L., Doorman, L. M., & Jonker, V. H. (2012, Feb 1). Beveiligen is ook een kunst: Opdracht voor de onderbouw wiskunde dag. Freudenthal instituut. http://www.fi.uu.nl/toepassingen/00689/

2011

Scholarly publications

Wijaya, A., Doorman, L. M., & Keijzer, R. (2011). Emergent Modelling: From Traditional Indonesian Games to a Standard Unit of Measurement. Journal of Science and Mathematics Education in Southeast Asia, 34(2), 149-173.

Doorman, L. M. (2011). Teaching and professional development materials for IBL. Primas.

van Nes, F. T., & Doorman, L. M. (2011). Fostering Young Children’s Spatial Structuring Ability. Mathematics Education, 6(1), 27-39. http://www.iejme.com

Professional publications

Doorman, L. M., & Roodhardt, A. (2011). Wiskunde: meer dan wetenschap? Eerste ervaringen met logisch redeneren in wiskunde C. Nieuwe Wiskrant, 30(4), 43-48.

Maass, K., Garcia, F. J., Doorman, L. M., Wake, G., Certekova, S., Mousoulides, N., Mikelskis-Seifert, S., van der Kooij, H., Howes, A. J., Hardy, G., Melusova, J., Abril, A., Quesada, A., Romero, M., Fandlyova, S., Swantje Vogel, A., Kerkmeijer, E., Westbroek, H. B., & Sunderlik, J. (2011). Enhancing mathematics and science learning through interdisciplinary enquiry. Compass.

Doorman, L. M. (2011). Een leuke les: kwartetten met tabellen en grafieken. Nieuwe Wiskrant, 31(1), 25-28.

2010

Scholarly publications

Gravemeijer, K. P. E., Doorman, L. M., & Drijvers, P. H. M. (2010). Symbolising and the development of meaning in computer-supported algebra education. In L. Verschaffel, E. De Corte, T. de Jong, & J. Elen (Eds.), Use of Representations in Reasoning and Problem Solving. Analysis and Improvement (pp. 191-208). (EARLI New Perspectives on Learning and Instruction series). Routledge.

Doorman, L. M., & Drijvers, P. H. M. (2010). Algebra in function. In P. Drijvers (Ed.), Secondary algebra education. Revisiting topics and themes and exploring the unknown (pp. 119-136). Sense Publishers.

Drijvers, P. H. M., Doorman, L. M., Boon, P. B. J., Reed, H., & Gravemeijer, K. P. E. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213-234. http://www.springerlink.com.proxy.library.uu.nl/content/h05706778621581u/

van Nes, F. T., & Doorman, L. M. (2010). The interaction between multimedia data analysis and theory development in design research. Mathematics Education Research Journal, 22(1), 6-30.

2009

Scholarly publications

Drijvers, P. H. M., Doorman, L. M., Boon, P. B. J., & van Gisbergen, S. (2009). Instrumental orchestration: theory and practice. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (pp. 1349-1358). INRP. http://www.inrp.fr/editions/editions-electroniques/cerme6/

Doorman, L. M., Drijvers, P. H. M., Boon, P. B. J., van Gisbergen, S., Gravemeijer, K. P. E., & Reed, H. (2009). Tool use and conceptual development: an example of a form-function shift. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (pp. 449-456). PME.

van Nes, F. T., & Doorman, L. M. (2009). Miertje Maniertje en de Maniertjesdoos. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 28(1), 62-71.

Doorman, L. M., & Gravemeijer, K. P. E. (2009). Emergent modeling: discrete graphs to support the understanding of change and velocity. ZDM: The International Journal on Mathematics Education, 41(1), 199-211. https://doi.org/10.1007/s11858-008-0130-z

Drijvers, P. H. M., Doorman, L. M., Boon, P. B. J., van Gisbergen, S., & Reed, H. (2009). Teachers using technology: Orchestrations and profiles. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (pp. 481-488). PME.

Other output

Doorman, L. M., Drijvers, P. H. M., Boon, P. B. J., van Gisbergen, S., & Gravemeijer, K. P. E. (2009). Design and implementation of a computer supported learning environment for mathematics. Paper presentation at the 13th Biennial meeting of the European Association for Research on Learning and Instruction. Abstract from 13th Biennial meeting of the European Association for Research on Learning and Instruction, Amsterdam.

van Nes, F. T., & Doorman, L. M. (2009). Supporting Young Children’s Spatial Structuring Ability. 483-483. Abstract from 33th Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki.

2008

Scholarly publications

Doorman, L. M., & Gravemeijer, K. P. E. (2008). Learning Mathematics through Applications by Emergent modeling: The Case of Slope and Velocity. In B. Sriraman, C. Michelsen, A. Beckmann, & V. Freiman (Eds.), Interdisciplinary Education Research in Mathematics and ITS Connections to the Arts and Sciences. The Montana Mathematics Enthusiast, Monograph 5 (pp. 37-56). IAP Inc. & The Montana Council of Teachers of Mathematics.

Doorman, L. M., & Gravemeijer, K. P. E. (2008). Learning Mathematics through Applications by Emergent modeling: The Case of Slope and Velocity. In B. Sriraman, C. Michelsen, A. Beckmann, & V. Freiman (Eds.), Proceedings of MACAS2 (pp. 37-56). Centre for Science and Mathematics Education, University of Southern Denmark.

Doorman, L. M., & van Maanen, J. A. (2008). A historical perspective on teaching and learning calculus. Australian Senior Mathematics Journal, 22(2), 4-14. https://www.fi.uu.nl/publicaties/literatuur/7125.pdf

Professional publications

Roodhardt, A., & Doorman, L. M. (2008). Logisch redeneren voor wiskunde C. Lesboek. Freudenthal instituut.

Other output

de Lange, J. J., van Nes, F. T., van Geert, P. L. C., Steenbeek, H., Feijs, E. J. G., Uittenbogaard, W., & Doorman, L. M. (2008). Curious Minds: Bringing Early Reasoning Skills to the Fore. The Talentpower program. Paper presented at AERA conferentie, New York.

2007

Scholarly publications

Doorman, L. M. (2007). Wiskundeonderwijs met computeractiviteiten vraagt constructieruimte voor leerlingen. Pedagogische Studiën, 84(5), 375-390.

Doorman, L. M. (2007). International journal of science education. Journal Title.

Doorman, L. M., Drijvers, P. H. M., Dekker, G. H., van den Heuvel-Panhuizen, M. H. A. M., de Lange, J., & Wijers, M. M. (2007). Problem solving as a challenge for mathematics education in The Netherlands. Zentralblatt für Didaktik der Mathematik, 39(5-6), 405-418.

Drijvers, P. H. M., Doorman, L. M., Boon, P. B. J., van Gisbergen, S., & Gravemeijer, K. P. E. (2007). Tool use in a technology-rich learning arrangement for the concept of function. In D. Pitta-Pantazi, & G. Phillippou (Eds.), Proceedings of the V Congress of the European Society for Research in Mathematics Education, CERME5 (pp. 1389-1398). University of Cyprus.

Doorman, L. M. (2007). Samenvatting oratie Jan van Maanen. Tijdschrift voor Didactiek der Betawetenschappen, 24, 103-105.

Professional publications

Drijvers, P., Doorman, L. M., Boon, P. B. J., van Gisbergen, S., & Gravemeijer, K. P. E. (2007). Algebra met applets. In D. De Bock, J. Deprez, D. Janssens, & W. van Dooren (Eds.), Wiskundeonderwijs in Vlaanderen en Europa: een stand van zaken en perspectieven voot de toekomst (pp. 211-220). Katholieke Universiteit Leuven.

Doorman, L. M. (2007). Wiskunde C, daar komt muziek in. Nieuwe Wiskrant, 27(1), 31-34.

Doorman, L. M., Boon, P. B. J., Drijvers, P. H. M., & Gisbergen, S. (2007). Het ligt aan de belminuten hoeveel eruit komt. Nieuwe Wiskrant, 26(3), 42-46.

van Gisbergen, S., Boon, P. B. J., Doorman, L. M., & Drijvers, P. (2007). Applet en context als krachtige combinatie. Nieuwe Wiskrant, 27(2), 21-26.

2006

Scholarly publications

van Nes, F. T., & Doorman, L. M. (2006). Mathematics Education and Neuro-sciences: een zoektocht naar de integratie van cognitief psychologisch onderzoek met neuropsychologisch onderzoek. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 25(4), 3-10.

Professional publications

Goddijn, A. J., & Doorman, L. M. (2006). Heeft het een regenboogvorm? Meetkunde doen met taal, voor leerlinden die dat nodig hebben. Nieuwe Wiskrant, 26(1), 30-37.

2005

Scholarly publications

Doorman, L. M. (2005). Modelling motion: from trace graphs to instantaneous change. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. CD-Beta Press. http://dspace.library.uu.nl/handle/1874/1727

2004

Professional publications

Doorman, L. M. (2004). Van touwpuzzels tot oppervlaktealgebra. Nieuwe Wiskrant, 23(4), 34-39.

Doorman, L. M., Peltenburg, M. C., & Jonker, V. H. (2004). Compacte digitale leerlijnen rekenen-wiskunde. Computeractiviteiten met methodeverwijzingen : Groep 4. Freudenthal instituut.

Doorman, L. M., Drijvers, P. H. M., Goris, T., & Moonen-Harmsen, M. (2004). Tien jaar NWD, een lichtbundel. Freudenthal instituut.

Doorman, L. M. (2004). Tien jaar NWD. Nieuwe Wiskrant, 23(3), 12-13.

Peltenburg, M. C., Wassen, L., Doorman, L. M., & Jonker, V. H. (2004). Rekenen op @Webschool. In Groenenwegen, K. (Ed.), Nationale Rekendagen 2004 een praktische terugblik. Artikelen Achtergrondinformatie NRD 2004 (pp. 79-82). Freudenthal instituut.

2003

Scholarly publications

Doorman, L. M. (2003). Inzicht in snelheid en afgelegde weg via grafieken. Tijdschrift voor Didactiek der Betawetenschappen, 20(1), 1-25.

2002

Scholarly publications

Doorman, L. M. (2002). How to guide students? A reinvention course on modeling motion. In Fou-Lai Lin (Ed.), Common sense in mathematics education (pp. 97-115). National Taiwan Normal University.

Professional publications

Doorman, L. M. (2002). Een opbouw in grafieken. Nieuwe Wiskrant, 21(3), 32-37.

Doorman, L. M., & Mooldijk, A. H. (2002). Een discussie op internet. Nieuwe Wiskrant, 22(1), 20-24.

2001

Professional publications

Drijvers, P. H. M., & Doorman, L. M. (2001). De TI-83 en TI-83+, kennismaken en toepassen. Wolters-Noordhoff.

2000

Professional publications

Doorman, L. M. (2000). Integratie van kinematica en differentiaalrekening. Nieuwe Wiskrant, 20(1), 14-20.

Doorman, L. M. (2000). WURL 7: De grauwe gans. Nieuwe Wiskrant, 19(4), 50-51.

Vonk, G. J., & Doorman, L. M. (2000). Van schrapkaart tot internet. In F. Goffree, M. van Hoorn, & B. Zwaneveld (Eds.), Honderd jaar wiskundeonderwijs (pp. 375-388). Nederlandse Vereniging van Wiskundeleraren.

1999

Scholarly publications

Gravemeijer, K. P. E., & Doorman, L. M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1-3), 111-129.

Doorman, L. M., & Gravemeijer, K. P. E. (1999). Modelleren als organiserende activiteit in het wiskundeonderwijs. Tijdschrift voor Didactiek der Betawetenschappen, 16(1), 38-55.

Other output

Doorman, L. M. (Author), & Reeuwijk, M. V. (Author). (1999). NWD 5 jaar. Software, Freudenthal instituut.

1998

Professional publications

Hermsen, J. F., & Doorman, L. M. (1998). Wurls 5: Meetkunde applets op het web. Nieuwe Wiskrant, 18(2), 47-48.

Doorman, L. M., & Drijvers, P. H. M. (1998). Continue dynamische modellen. Nieuwe Wiskrant, 17(3), 22-25.

Doorman, L. M., & Kemme, S. (1998). Voortgezette meetkunde en Cabri Geometre. Nieuwe Wiskrant, 17(4), 39-40.

Doorman, L. M., & Wijers, M. M. (1998). Getijdenbewegingen. Nieuwe Wiskrant, 18(1), 10-14.

1996

Scholarly publications

Drijvers, P., & Doorman, M. (1996). The graphics calculator in mathematics education. Journal of Mathematical Behavior, 15(4), 425-440. https://doi.org/10.1016/S0732-3123(96)90027-9

1994

Professional publications

Doorman, L. M., & Drijvers, P. H. M. (1994). De grafische rekenmachine in het wiskundeonderwijs. Freudenthal instituut.

Doorman, L. M. (1994). Grafen en Matrices, software, handleiding en werkbladen. Freudenthal instituut.

1993

Professional publications

Doorman, L. M., & Drijvers, P. H. M. (1993). Optimaliseren met een grafische rekenmachine. Docentenhandleiding. Freudenthal instituut.

1992

Scholarly publications

Doorman, L. M., & van der Kooij, H. (1992). Using the computer in space geometry. Zentralblatt für Didaktik der Mathematik, 24(5), 191-196.
https://dspace.library.uu.nl/bitstream/handle/1874/418624/doorman_kooij.pdf?sequence=1

Professional publications

Doorman, L. M. (1992). Doorsneden Doorzien. Freudenthal instituut.

1990

Scholarly publications

Doorman, L. M. (1990). A note on the existence property for intuitionistic logic with function symbols. Mathematical Logic Quarterly, 36(1), 17-21.

Professional publications

Doorman, L. M. (1990). Ruimtemeetkunde op de Computer met Ruimfig. Van Twaalf tot Zestien, 16, 12-13.

1988

Scholarly publications

Doorman, L. M. (1988). The existence property in the presence of function symbols. (Logic Group Preprint Series ed.) Universiteit Utrecht.