**PhD-research**

The topic of my PhD-research is automated feedback in university statistics education. In university statistics courses, groups are often large, which makes it infeasible for teachers to provide individual feedback. Such feedback is necessary, however, as statistics is difficult for many students. In my research, I try to find solutions using automated feedback in online statistics modules.

I focus on two types of feedback. The first type is global feedback, a so-called student model. A student model gives an indication of the performance of a student over a series of tasks, for each of the topics covered by those tasks. The use of student models for statistics education is new, and using student models for learning material in which also new theory is introduced, is a challenge.

The second type of feedback is much more local: feedback on intermediate steps in hypothesis testing. Hypothesis testing is an important topic in many university statistics courses and its logic is hard to understand for many students. We design feedback on the different steps in a hypothesis test and in this feedback, we focus on the concepts involved in each step. Moreover, we provide feedback on the interplay between steps. With this, we hope to help students develop better insight in the logic of hypothesis testing.

**DME project**

Besides my PhD-project, I am a member of the DME-team. In the DME project we develop a vision on mathematics education using digital materials and technology. In this project we also develop the Digital Mathematics Environment, in which students can work with mathematics in several ways, such as studying new topics, discovering models, practicing skills, etc. In the project, my tasks are to design new materials (for example for university statistics education), and to work on (and write) new features of the Digital Mathematics Environment.

**Other activities**

I am one of the editors of Euclides, a magazine for Dutch mathematics teachers.

**Finished: DPICT**

In this research project we investigated how teachers with little experience using ICT in the classroom can learn to use ICT for their mathematics lessons. We have tried to establish what types of support they need and how they develop when using ICT. See the Publications page for publications on this research project.

*Euclides*, 92 (2), (pp. 37-39) (3 p.).

*The Mathematics Teacher in the Digital Era*(pp. 189-212). Springer Netherlands.

*Euclides*, 90 (3), (pp. 14-15) (2 p.).

*Proceedings of ICMI Study 22 Task Design in Mathematics Education, 22-26 Jul 2013*Clermont-Ferrand: ICMI, ICMI Study 22 Task Design in Mathematics Education.

*ZDM - International Journal on Mathematics Education*, 45 (7), (pp. 987-1001) (15 p.).

*Journal of Computers in Mathematics and Science Teaching*, 30 (4), (pp. 403-428) (26 p.).

*Nieuwe Wiskrant*, 31 (1), (pp. 11-13) (3 p.).

*Nieuwe Wiskrant*, 31 (1), (pp. 20-24) (5 p.).

Gegenereerd op 2017-09-26 07:22:50

**Press officer at the Dutch Mathematical Olympiad**

The Dutch Mathematical Olympiad as an annual mathematics competition for students in havo and vwo. It is the largest and oldest science olympiad in the Netherlands. Dutch students regularly achieve special performances at international competitions. It is my responsibility to make sure the press is aware of these achievements.

From 2007 until 2013 I have been a trainer for the Dutch selection group for students who try to make it to the Dutch team for the International Mathematical Olympiad, the Benelux Mathematical Olympiad and the European Girls' Mathematical Olympiad. In this period I have also been the deputy team leader of the Dutch team in several of these international Olympiads.

www.wiskundeolympiade.nl

Princetonplein 5

Room 364

3584 CC UTRECHT

The Netherlands

Phone number (direct) +31 30 253 8147

Phone number (department) +31 30 253 1179

3508 AD UTRECHT

The Netherlands

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