Ongoing PhD projects:
- Error identification in online mathematical learning processes in upper secondary education. PhD project Gerben van der Hoek (DUDOC grant).
- Developing analytical competence through Peer Instruction. PhD project Haydee Ceballos (HU University of Applied Sciences Utrecht).
- Hybride tertiair betaonderwijs. PhD project Veerle Ottenheim.
- Developing pedagogical content knowledge through Learning Study in mathematics teacher education. PhD project Dédé de Haan (NWO lerarenpromotiebeurs).
- Functional thinking in lower secondary education. PhD project Hang Wei (CSC grant).
- The Digital Turn in Epistemology: How can ICT Tools Enable and EnhanceMathematical Cognition that is Embodied, Embedded and Extended? PhD project Rosa Alberto (NWO).
- Towards a learning trajectory for explaining and designing the technically programmed world at the end of primary education. PhD project Gerard Dummer (HU University of Applied Sciences Utrecht).
- Developing teacher noticing through resource-rich mathematics teacher education. PhD project Jop Schaap (HU University of Applied Sciences Utrecht).
- Abstraction in embodied geometry education. PhD project Karel Boonstra (HU University of Applied Sciences Utrecht).
- Numeracy and debt: investigating links and an effective intervention. PhD project Marieke Bor-de Vries (HU University of Applied Sciences Utrecht).
- More Active Thinking in teaching and learning MATHematics. Teacher skills for developing higher order thinking skills in primary school mathematics. PhD project Sabine Lit (HU University of Applied Sciences Utrecht).
- Grasping graphics – the introduction, development, and use of statistical graphics in the Netherlands in the period 1850-1914. PhD project Marieke Gelderblom (Utrecht University).
Completed Projects
Project
Erasmus+ FunThink
01.09.2020
to 31.08.2023
Role
Researcher
Funding
EU grant Erasmus+
Project members UU
External project members
- Hang Wei
Project
Introducing Statistical inference: Design and implementation of a Learning Trajectory
01.09.2016
to 30.06.2021
General project description
The increasing amount of data in media over the last year—think of COVID—illustrates the necessity for students to become statistically literate—including interpreting inferences. Drawing inferences involves making data-based claims under uncertainty when only partial data are available. However, inferences are challenging for students in Grade 10 and higher. This thesis focused on the question: How can a theoretically and empirically based learning trajectory introduce 9th-grade students to statistical inference? To answer this question, we used a design-based research approach, complemented with a case study into learning statistics from and with technology. The design of the trajectory was informed by theories on repeated sampling and statistical modeling using a black box paradigmatic context. The learning trajectory was implemented in teaching practice during three interventions. A pre- and posttest were designed to evaluate the trajectory’s effects in the large-scale final cycle. A national and international comparison of student results showed that students who took part in the learning trajectory (N = 267) scored significantly higher on statistical literacy than the comparison group that followed the regular curriculum (N = 217), in particular, on the domain of statistical inference. We also observed positive effects on other domains of statistical literacy. These findings suggest that current statistics curricula for grades 6–9 can be enriched with an inferential focus. The benefit of this early introduction is that students learn more about inference and not less about the other domains of statistical literacy, to anticipate for subsequent steps in students’ statistics education.
Role
Researcher
Funding
Other Ministerie van OCW onder het Dudoc Bèta project
Project members UU
Completed PhD supervision:
- Histograms; An educational eye. Dissertation Lonneke Boels (2022).
- Improving reading and comprehending mathematical expressions in braille. Dissertation Annemiek van Leendert (2021).
- The unseen potential of film for learning. Dissertation Winifred Wijnker (2021).
- Introducing Statistical Inference: Design and Evaluation of a Learning Trajectory. Dissertation Marianne van Dijke-Drooge (2021).
- Graphing formulas by hand to promote symbol sense. Dissertation Peter Kop (2020).
- Developing Techno-mathematical Literacies in higher technical professional education. Dissertation Nathalie van der Wal (2020).
- Automated intelligent feedback in university statistics education. Dissertation Sietske Tacoma (2020).
- The use of applets to improve Indonesian student performance in algebra. Dissertation Al Jupri (2015).
- Use of ICT for acquiring, practicing and assessing relevant mathematical skills. Dissertation Christian Bokhove (2011).
- Cognitive load theory and the development of mathematical skills. Dissertation Irene van Stiphout (2011).
PhD-juries: Haspékian, Paris, France (2005); Andresen, Copenhagen, Denmark (2006); Van Wonterghem, Gent, Belgium (2007); Castro, Granada, Spain (2011); Sabra, Lyon, France (2011); Tolboom, Groningen (2012); Roorda, Groningen (2012); Agyei, Enschede (2012); Witterholt, Groningen (2015); Wijaja, Utrecht (2015); De Beer, Eindhoven (2016); Hoogland, Eindhoven (2016); Voltolini, Lyon, France (2017); Rousson, Lyon, France (2017); Van Uum, Nijmegen (2018); Schoevers, Utrecht (2019); Tursucu, Delft (2019); Reyes Avendano, Paris, France (2020); Van Zanten, Utrecht (2020); Duyzer, Utrecht (2020), Otten, Utrecht (2020); Van Alten, Utrecht (2021); Ruchniewicz, Duisburg-Essen, Germany (2021); Groothuijsen-Vrancken, Utrecht (2021); Van den Eynde, Groningen (2021), Vermeulen, Enschede (2021); Kamphorst, Utrecht (2021).
Visiting professorships:
2005: Université du Québec à Montréal, Canada
2011: Autonome University Barcelona, Spain
2012: Université Paris Diderot Paris 7, France
2013: École Normale Supérieure, Lyon, France
Current research projects:
Some finished research projects:
- Computational and Mathematical Thinking. NRO.
- Open online material for mathematics teacher education. OCW/SURF
- Mathematical thinking in practice. NRO.
- Edumatics
- Efficiënt wiskunde oefenen in een digitale omgeving (ffDWO)
- Docentpraktijken in ICT-rijk wiskundonderwijs (DPICT)
- Tool use in an innovative learning environment for mathematics