Publications
2024
Scholarly publications
Ohtani, M.
, Doorman, M., Barquero, B., Johnson, H., & Sun, X. (2024).
Task Design and Analysis. In
Proceedings of the 14th International Congress on Mathematical Education (Vol. 1, pp. 515-522). World Scientific Publishing Co. Pte Ltd.
https://doi.org/10.1142/13700-vol1Shvarts, A., Bos, R., Doorman, M., & Drijvers, P. (2024).
Reifying actions into artifacts: process–object duality from an embodied perspective on mathematics learning.
Educational Studies in Mathematics. Advance online publication.
https://doi.org/10.1007/s10649-024-10310-y 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/GA9783959872744.0https://dspace.library.uu.nl/bitstream/handle/1874/436554/A_key-competence_approach_to_teaching_standard_topics_in_STEM.pdf?sequence=1 Professional publications
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.
https://dspace.library.uu.nl/bitstream/handle/1874/436539/Activate_students.pdf?sequence=1 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/s11858-023-01478-3Thurm, 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/s11858-022-01409-8van 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/10.1177/02646196211044972https://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
Wijers, M., Jonker, V., Doorman, L. M., & Shvarts, A. (2023). Het FIzier gericht op... Ensite. Euclides, 98(4).
Doorman, M., & Van den Boogaart, T. (2023). Gelijke kansen in de wiskundeles. Euclides, 98(7), 4-7.
2022
Scholarly publications
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 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.
https://doi.org/10.1007/978-3-658-36766-4_2van 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.987van 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.pdfhttps://dspace.library.uu.nl/bitstream/handle/1874/421500/TIMEsquared_course.pdf?sequence=1 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.
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.2020.0505https://dspace.library.uu.nl/bitstream/handle/1874/409341/10_5485_TMCS_2020_0505.pdf?sequence=1Bos, 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 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
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 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 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
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.pdfWijaya, 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., & 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
Professional publications
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/10.1007/978-3-319-09629-2Doorman, 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 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.
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., 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.
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/s11858-013-0505-7Doorman, 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/s11858-013-0520-8Drijvers, 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.
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/s10763-012-9329-0https://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
van der Valk, A. E., Doorman, L. M., & Eggens, L. (2012). Draaiboek cursus Bevorderen van Excellentie in de bètavakken. Universiteit Utrecht, Junior College Utrecht.
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/ 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.
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
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 Noordhofff.
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., & Reeuwijk, M. V. (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
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
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.