dr. A. (Arthur) Bakker
A.Bakker4@uu.nl
Gegenereerd op 2017-11-19 17:01:56


Profile

Research interests and expertise

Bakker currently focuses on embodied cognition (conferences 2015 and 2017) as well as interest and attitude towards science and mathematics. Technology plays an important role in almost every project. A project on Interest in Science: Development Across Sites of Learning (ISDASOL) started in September 2012 (with Akkerman). An NWO PROO project on promoting student attitude toward science and mathematics produced a meta-analysis published in Educational Research Review. Recently NWO Creative Industries has funded a project on the Digital Turn in Epistemology with three PhD students (with prof. F. A. Muller and Jan Broersen). Bakker is interested in philosophy (inferentialism, with Jan Derry, UCL) and collaborates with Dor Abrahamson (Berkeley). From August 2016 - 2017 he worked parttime as a fellow for Bremen University (Germany) on a book about design research (Routledge) and gave workshops for PhD students who do design research in education.

PhP project supervision:

  1. Adri Dierdorp (11-2013): Learning correlation and regression within authentic contexts
  2. Kees Hoogland (8-11-2016): Depictive word problems
  3. Nathalie van der Wal (Avans): techno-mathematical literacies in higher professional education (engineering, with Paul Drijvers)
  4. Sophie Oudman (promodocs): teacher judgment accuracy (with Janneke van de Pol and Tamara van Gog)
  5. Lonneke Boels (teacher bursary NWO); histograms (with Paul Drijvers and Wim van Dooren)
  6. Marianne van Dijke (DUDOC): statistics education in lower secondary education (with Paul Drijvers and Jos Tolboom)
  7. Winnifred Wijnker (UU): video (with Tamara van Gog and Paul Drijvers)
  8. Rosa Alberto (NWO): formula and sketch recognition (digital turn in epistemology) from an embodied, extended, embedded cognition perspective (with Paul Drijvers).

Postdoc supervision:

  1. Shakila Shayan (2014-2017): Embodied cognition: co-supervision with Marieke van der Schaaf (Education, Social Sciences) in collaboration with Abrahamson (Berkeley)
  2. Eline Westerhout (2016-2019, postdoc VO) Design of educational games by students (with Paul Drijvers)

Bakker is associate editor of  Educational Studies in Mathematics (ESM, ISI) and has a senior qualification for teaching and for educational design. In the Master's programme Science Education and Communication (SEC), he teaches Research Methods and coordinates the Research Projects. In EdSci he teaches Theories of Learning. In 2011 he was the local organiser of the conference on Statistical Reasoning, Thinking and Literacy (SRTL).  He was the CERME 2013 working group leader of Stochasticial Thinking (WG5) and co-leader of the theories group in 2017. With Stephan Hussmann he cochairs the international Inferentialism in Statisics and Mathematics Education group and guest edits a special issue on this topic for Mathematics Education Research Journal. Research on embodied design is ongoing with Dor Abrahamson.

Scientific expertise
statistics education
mathematics education
boundary crossing
inferentialism
vocational education
interest development (science and mathematics)
design-based research
embodied cognition
educational technology
attitude toward science and mathematics
Gegenereerd op 2017-11-19 17:01:56
Curriculum vitae

1989: third prize National Mathematics Olympiad

1989: first prize Pythagoras Olympiad

1995: Master's in mathematics (cum laude) with minors in Philosophy and German at University of Amsterdam

1997: teaching degree for mathematics in secondary and higher professional education (UvA)

2004: PhD Design research in statistics education: On symbolizing and computer tools (NWO PROO)

2004-2007: postdoc at London Knowledge Lab, Institute of Education, University of London, on Techno-mathematical Literacies (ESRC)

2006-2008: postdoc Utrecht University authentic practices in science education

2008-2011: postdoc and assistant professor boundary crossing between school and work to develop techno-mathematical competences in senior secondary vocational education (NWO-PROO) leading to highly cited review Boundary crossing and boundary objects with Akkerman

2013-2014: meta-analysis on attitudes for NWO-PROO

2013-present: Associate Professor

2016-present: Fellow at Bremen University (design research)

2017- co-applicant and project leader of Digital Turn in Epistemology (NWO Creative Industries); with Fred Muller and Jan Broersen

Research grants: total of 1.85 M Euro (DUDOC, NWO, promodocs, etc.)

Publications: see scholar or ResearchGate

Gegenereerd op 2017-11-19 17:01:56

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

Not yet in PURE or in press:

Taylor, S. D., Noorloos, R., & Bakker, A. (in press). Mastering as an inferentialist alternative to the acquisition and participation metaphors for learning. Journal of Philosophy of Education.

Bakker, A., &  Hußmann, S. (2017). Inferentialism in mathematics education: Introduction to a special issueMathematics Education Research Journal, 29(4)doi:10.1007/s13394-017-0224-4

Bakker, A., Ben-Zvi, D., & Makar, K. (in press). An inferentialist perspective on the coordination of actions and reasons involved in making a statistical inference. Mathematics Education Research Journaldoi: 10.1007/s13394-016-0187-x

Bakker, A., & Akkerman, S. F. (in press). The learning potential of boundary crossing in the vocational curriculum. In L. Unwin & D. Guile, Handbook on vocational education. Wiley.

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). Springer International Publishing.

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.

Draijer, J., Bakker, A., Tromp, S., & Akkerman, S. F. (2017). Interesses en studiekeuze van jongeren met bètatalent. Onderzoek naar leerlingen van Junior College Utrecht en U-Talent Academie. Utrecht: Freudenthal Instituut.

Nilsson, P., Schindler, M., & Bakker, A. (in press). In D. Ben-Zvi et al. International handbook on statistics education. Springer.

Noorloos, R., Taylor, S., Bakker, A., & Derry, J. (2017). Inferentialism as an Alternative to Socioconstructivism in Mathematics Education. Mathematics Education Research Journal, 29(4). doi: 10.1007/s13394-017-0189-3

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 analysisMathematics Education Research Journal, 29(4)doi: 10.1007/s13394-017-0202-x

Schindler, M., Mackrell, K., Pratt, D., & Bakker, A. (2017). Applying contemporary philosophy in mathematics and statistics education: The perspective of inferentialism. In G. Kaiser (Ed.). Proceedings of the 13th International Congress on Mathematical Education, ICME-13

http://www.springer.com/gp/book/9783319625966

Key publications

Duijzer, A.C.G., Shayan, S., Bakker, A., van der Schaaf, M.F. & Abrahamson, Dor (2017). Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition. Frontiers in Psychology, 8, (pp. 1-19) (19 p.).

Abrahamson, Dor & Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning. Cognitive Research: Principles and Implications, 1 (33) (13 p.).

Bakker, Arthur, Smit, Jantien & Wegerif, Rupert (01.11.2015). Scaffolding and dialogic teaching in mathematics education - introduction and review. ZDM - International Journal on Mathematics Education, 47 (7), (pp. 1047-1065) (19 p.).

Bakker, Arthur & van Eerde, Henriette (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) (37 p.). Berlin: Springer.

Akkerman, S. & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81 (2), (pp. 132-169) (38 p.).

All publications
  2017 - Scholarly publications
Shayan, S., Abrahamson, Dor, Bakker, A., Duijzer, A.C.G. & van der Schaaf, Marieke (2017). Eye-tracking the emergence of attentional anchors in a mathematics learning tablet activity. In Christopher Was, Frank Sansosti & Bradley Morris (Eds.), Eye-tracking technology applications in educational research (pp. 166-194) (29 p.). IGI Global.
Bakker, A & Smit, Jantien (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) (16 p.). Wiesbaden: Springer.
Duijzer, A.C.G., Shayan, S., Bakker, A., van der Schaaf, M.F. & Abrahamson, Dor (2017). Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition. Frontiers in Psychology, 8, (pp. 1-19) (19 p.).
van der Wal, Nathalie J., Bakker, Arthur & Drijvers, Paul (2017). Which Techno-mathematical Literacies Are Essential for Future Engineers?. International Journal of Science and Mathematics Education, 15 (S1), (pp. 87-104) (18 p.).
  2016 - Scholarly publications
Bakx, Anouke, Bakker, Arthur, Koopman, Maaike & Beijaard, Douwe (01.11.2016). Boundary crossing by science teacher researchers in a PhD program. Teaching and Teacher Education, 60, (pp. 76-87) (12 p.).
Heusdens, Wenja, Bakker, Arthur, Baartman, L.K.J. & de Bruijn, Elly (2016). Contextualising Vocational Knowledge - A Theoretical Framework and Illustrations From Culinary Education. Vocations and Learning, 9 (2), (pp. 151–165) (15 p.).
Savelsbergh, E.R., Prins, G.T., Rietbergen, C., Fechner, S., Vaessen, B.E., Draijer, J.M. & Bakker, A. (31.08.2016). Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study. Educational Research Review, 19, (pp. 158-172) (15 p.).
Abrahamson, Dor, Shayan, Shakila, Bakker, Arthur & Van Der Schaaf, Marieke F. (01.01.2016). Exposing Piaget's scheme: Empirical evidence for the ontogenesis of coordination in learning a mathematical concept. Proceedings of International Conference of the Learning Sciences, ICLS, 1, (pp. 466-473) (8 p.).
Abrahamson, Dor, Shayan, Shakila, Bakker, Arthur & Van Der Schaaf, Marieke (01.04.2016). Eye-Tracking Piaget - Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action. Human Development, 58 (4-5), (pp. 218-224) (7 p.).
Abrahamson, Dor & Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning. Cognitive Research: Principles and Implications, 1 (33) (13 p.).
Hoogland, Kees, Pepin, Birgit, Bakker, Arthur, de Koning, Jaap & Gravemeijer, Koeno (01.09.2016). Representing contextual mathematical problems in descriptive or depictive form - Design of an instrument and validation of its uses. Studies in Educational Evaluation, 50, (pp. 22-32) (11 p.).
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.
Smit, Jantien, Bakker, Arthur, van Eerde, Dolly & Kuijpers, Maggie (01.09.2016). Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs. Mathematics Education Research Journal, 28 (3), (pp. 457-478) (22 p.).
  2016 - Professional publications
Bakker, A. (2016). Beroepsgerichte wiskundedidactiek. Euclides, 91 (4), (pp. 12) (2 p.).
Bakker, A., Zitter, I.I., Smit, Gerard & de Bruijn, Elly (2016). Grensanalyses - Op zoek naar leerpotentieel . Tussen opleiding en beroepspraktijk - Het potentieel van boundary crossing (pp. 27-38). Koninklijke Van Gorcum.
Bakker, A. & Akkerman, S.F. (2016). Het leerpotentieel van grenzen - Een theoretische basis. Tussen opleiding en beroepspraktijk - Het potentieel van boundary crossing (pp. 9) (16 p.). Assen: Koninklijke Van Gorcum.
Keijzer, R., Munk, F., Smit, J. & Bakker, A. (2016). Professionele leergemeenschappen maken het rekenonderwijs beter. Volgens Bartjens, 35 (3), (pp. 12-16) (5 p.).
Keijzer, R., Smit, J., Bakker, A. & Munk, F. (2016). Promoting teachers’ scaffolding of students’ mathematical language in a professional development programme. Proceedings EAPRIL 2015 (November 24-27) (pp. 97-110). Belval, Luxembourg: University of Luxembourg.
Smit, J., Keijzer, R., Munk, F. & Bakker, A. (2016). Rekentaal in de steigers - Talige ondersteuning bieden in een taalzwakke reken-wiskundeklas. Platform Pabo
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, (pp. 10-13) (4 p.). Keijzer and Munk now work at ipabo.
Bakker, A., Zitter, I.I., Beausaert, Simon & de Bruijn, Elly (2016). Tussen opleiding en beroepspraktijk - Het potentieel van boundary crossing. (356 p.). Assen: Koninklijke Van Gorcum.
van der Wal, N.J. & Bakker, A. (2016). Wiskunde in het technisch hbo. Euclides, 91 (5), (pp. 11-12) (2 p.).
  2015 - Scholarly publications
Bakker, Arthur & van Eerde, Henriette (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) (37 p.). Berlin: Springer.
Vaessen, B.E., Savelsbergh, E.R., Prins, G.T., Rietbergen, C., Fechner, S., Bakker, A. & Draijer, J.M. (11.01.2015). Effecten van onderwijsaanpakken op attitudes tegenover de bètawetenschappen. (73 p.). Utrecht: Freudenthal instituut.
Ben-Zvi, Dani, Bakker, Arthur & Makar, Katie (07.02.2015). Learning to reason from samples. Educational Studies in Mathematics, 88 (3), (pp. 291-303) (13 p.).
Bakker, Arthur, Smit, Jantien & Wegerif, Rupert (01.11.2015). Scaffolding and dialogic teaching in mathematics education - introduction and review. ZDM - International Journal on Mathematics Education, 47 (7), (pp. 1047-1065) (19 p.).
Makar, Katie, Bakker, Arthur & Ben-Zvi, Dani (01.11.2015). Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. ZDM - International Journal on Mathematics Education, 47 (7), (pp. 1107-1120) (14 p.).
Makar, Katie, Bakker, A. & Ben-Zvi, Dani (2015). Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. In Margaret Marshman, Vince Geiger & Anne Bennison (Eds.), Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia (pp. 397-404) (8 p.). Adelaide: MERGA.
Shayan, S., Abrahamson, Dor, 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. Proceedings of the 9th international technology, education, and development conference (INTED 2015) (pp. 5732) (5741 p.).
Bakker, A. () Guest editor ZDM: The International Journal on Mathematics Education (Journal) http://link.springer.com/journal/11858/47/7/page/1
  2015 - 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), (pp. 34-37).
Keijzer, R., Munk, F., Bakker, A. & Smit, J. (2015). Rekentaal. Didactief, (pp. 46) (1 p.).
  2014 - Scholarly publications
Bakker, Arthur & Akkerman, Sanne F. (01.01.2014). A boundary-crossing approach to support students' integration of statistical and work-related knowledge. Educational Studies in Mathematics, 86 (2), (pp. 223-237) (15 p.).
Noorloos, R., Taylor, S., Bakker, Arthur & Derry, J. (2014). An inferentialist alternative to constructivism in mathematics education. PME 38 Proceedings (pp. 321-329). Vancouver, Canada.
Bakker, A. (01.01.2014). Characterising and developing vocational mathematical knowledge. Educational Studies in Mathematics, 86 (2), (pp. 151-156) (6 p.).
Bakker, A. (01.01.2014 01.12.2015) Editorial board member Educational Studies in Mathematics (Journal) associate editor from 2014 onwards
Bakker, Arthur (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) (10 p.). Wiesbaden: Springer.
Bakker, A. & Akkerman, S. F. (01.01.2014). Leren door boundary crossing tussen school en werk. Pedagogische Studien, 91 (1), (pp. 8-23) (16 p.).
Dierdorp, Adri, Bakker, Arthur, van Maanen, Jan & Eijkelhof, Harrie (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) (15 p.).
Bakx, A., Bakker, A. & Beijaard, D. (2014). PhD research by teachers to close the gap between research and educational practice. Pedagogische Studien, 91 (3), (pp. 150-168) (19 p.).
Bakx, A., Bakker, Arthur & Beijaard, D. (2014). Promotieonderzoek door docenten om de kloof tussen onderzoek en onderwijspraktijk te verkleinen. Pedagogische Studien, 91 (3), (pp. 150-168) (19 p.).
Bakker, Arthur, Groenveld, Djonie, Wijers, Monica, Akkerman, Sanne F. & Gravemeijer, Koeno P E (01.01.2014). Proportional reasoning in the laboratory - An intervention study in vocational education. Educational Studies in Mathematics, 86 (2), (pp. 211-221) (11 p.).
  2014 - Professional publications
Verhoef, N.C., Drijvers, Paul, Bakker, Arthur & Konings, T. (2014). Tussen wal en schip: Wiskundig-didactisch onderwijsonderzoek in Nederland. (34 p.). Platform Wiskunde Nederland.
Bakker, Arthur (2014). Wiskunde van de 21ste eeuw. Euclides, 89 (5), (pp. 1-14).
  2013 - Scholarly publications
Smit, J., van Eerde, H.A.A. & Bakker, A. (2013). A conceptualisation of whole-class scaffolding. British Educational Research Journal, 39 (5), (pp. 817-834) (18 p.).
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 Studien, 90 (2), (pp. 4-18) (15 p.).
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. 43-51) (466 p.). Wien: Springer.
Bakker, A., Boersma, K.T. & van Driel, J. (2013). Onderzoek naar de vernieuwingen in het bètaonderwijs. Pedagogische Studien, 90 (2), (pp. 2-3) (14 p.).
Bakker, A. (2013) Editorial board member Pedagogische Studiën (Journal)
Bakker, A. () Editorial board member PLoS One (Journal) academic editor
Biehler, R., Ben-Zvi, D., Bakker, A. & Makar, K. (2013). Technology for enhancing statistical reasoning at the school level. In M.A. Clements (Eds.), Third International Handbook on Mathematics Education (pp. 643-689) (1120 p.). New York: Springer.
  2012 - Scholarly publications
Akkerman, S. & Bakker, A. (2012). Crossing boundaries between school and work during apprenticeships. Vocations and Learning, 5 (2), (pp. 153-173) (21 p.).
Bakker, A., Hoyles, C., Kent, P. & Noss, R. (2012). Improving work processes by making the invisible visible. In D.W. Livingstone & David Guile (Eds.), The knowledge economy and lifelong learning : a critical reader (pp. 257-275) (19 p.). Rotterdam: Sense Publishers.
Ben-Zvi, D., Aridor, K., Makar, K. & Bakker, A. (2012). Students’ emergent articulations of uncertainty while making informal statistical inferences. ZDM - International Journal on Mathematics Education, 44 (7), (pp. 913-925) (13 p.).
  2012 - Professional publications
Akkerman, S. & Bakker, A. (2012). Het leerpotentieel van grenzen: "Boundary crossing" binnen en tussen organisaties. Opleiding en Ontwikkeling, 25 (1), (pp. 15-19) (5 p.).
Verschut, A. & Bakker, A. (2012). Samenhangende kennis: Hoe bevorder je die bij statistiek en kansrekening?. Nieuwe Wiskrant, 31 (3), (pp. 32-38) (7 p.).
  2011 - Scholarly publications
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, (pp. 132-151) (20 p.).
Akkerman, S. & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81 (2), (pp. 132-169) (38 p.).
Ben-Zvi, D., Makar, K., Bakker, A. & Aridor, K. (09.02.2011). 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) (10 p.). Rzeszow, Polen: University of Rzeszow, Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education, CERME.
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), (pp. 26-32) (7 p.).
Verschut, A. & Bakker, A. (09.02.2011). 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) (10 p.). Rzeszow, Polen: University of Rzeszow, Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education, CERME.
Bakker, A. (2011) Editorial board member International Journal of Educational Research (Journal)
Akkerman, S. & Bakker, A. (2011). Learning at the boundary: An introduction. International Journal of Educational Research, 50 (1), (pp. 1-5) (5 p.).
Bakker, A. & Derry, J. (2011). Lessons from inferentialism for statistics education. Mathematical Thinking and Learning, 13, (pp. 5-26) (22 p.).
Kent, P., Bakker, A., Hoyles, C. & Noss, R. (2011). Measurement in the workplace: The case of process improvement in the manufacturing industry. ZDM - International Journal on Mathematics Education, 43 (5), (pp. 747-758) (12 p.).
Bakker, A., Wijers, M.M. & Akkerman, S. (09.02.2011). 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) (10 p.). Rzeszow, Polen: European Society for Research in Mathematics Education, Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education, CERME.
Makar, K., Bakker, A. & Ben-Zvi, D. (2011). The reasoning behind informal statistical inference. Mathematical Thinking and Learning, 13, (pp. 152-173) (22 p.).
Bakker, A., Wijers, M.M., Jonker, V.H. & Akkerman, S. (2011). The use, nature and purposes of measurement in intermediate-level occupations. ZDM - International Journal on Mathematics Education, 43 (5), (pp. 737-746) (10 p.).
  2011 - 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), (pp. 39-44) (6 p.).
  2010 - Scholarly publications
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) (15 p.). Lisboa: Centro Internacional de Matemática.
Dierdorp, A., Bakker, A., van Maanen, J.A. & Eijkelhof, H.M.C. (11.07.2010). Educational versions of authentic practices as contexts to teach statistical modeling. In C. Reading (Eds.), Data and context in statistics education: Towards an evidence-based society. Proceedings of the Eighth International Conference on Teaching Statistics Voorburg: International Statistical Institute, Eighth International Conference on Teaching Statistics (ICOTS8).
Hoyles, C., Noss, R., Kent, P. & Bakker, A. (2010). Improving mathematics at work: The need for techno-mathematical literacies. (210 p.). London: 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 (Eds.), Data and context in statistics education: Towards an evidence-based society. Proceedings of the Eighth International Conference on Teaching Statistics (pp. 6p). Voorburg: International Statistical Institute, http://www.stat.auckland.ac.nz/~iase/publications/icots8/ICOTS8_8I4_BAKKER.pdf, Eighth International Conference on Teaching Statistics.
Verschut, A. & Bakker, A. (11.07.2010). Towards evaluation criteria for coherence of a data-based statistics curriculum. In C. Reading (Eds.), Data and context in statistics education: Towards an evidence-based society. Proceedings of the Eighth International Conference on Teaching Statistics (1 p.). Voorburg: International Statistics Institute, Eighth International Conference on Teaching Statistics (ICOTS8).
  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).
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 of Mathematics, 8 (2), (pp. 31-68) (39 p.).
  2008 - Scholarly publications
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 (Eds.), Research in Mathematics Education (pp. 175-190) (10 p.). Nicosia: School of Social Sciences and Sciences of Education, University of Cyprus.
Bakker, A. (2008). Geleid heruitvinden vanuit een probleemstellende benadering. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 27 (1), (pp. 44-49) (6 p.).
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), (pp. 130-145) (16 p.).
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 Utrecht: International Society of the Learning Sciences, International Conference of the Learning Sciences 2008.
  2008 - Professional publications
Bakker, A. & Dierdorp, A. (2008). Boekbespreking: Van vakgericht naar competentiegericht statistiekonderwijs. Euclides, 84 (3), (pp. 106-108) (3 p.).
  2007 - Scholarly publications
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, (pp. 331-360) (30 p.).
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), (pp. 64-82) (19 p.).
Bakker, A. (2007). Diagrammatic reasoning and hypostatic abstraction in statistics education. Semiotica, 164, (pp. 9-29) (21 p.).
Bakker, A. (2007). Diagrammatisch redeneren als basis voor begripsontwikkeling in het statistiekonderwijs. Pedagogische Studien, 84 (5), (pp. 340-357) (18 p.).
Kent, P., Hoyles, C., Noss, R., Guile, D. & Bakker, A. (2007). Learning and technology at work. Mind, Culture, and Activity, 14, (pp. 1-4) (4 p.).
Bakker, A. (2007) Editorial board member Pedagogische Studiën (Journal)
Noss, R., Bakker, A., Hoyles, C. & Kent, P. (2007). Situating graphs as workplace knowledge. Educational Studies in Mathematics, 65 (3), (pp. 367-384) (13 p.).
Gravemeijer, K.P.E., Bakker, A. & Wubbels, Th. (2007). Wiskunde en ICT. Inleiding op het themanummer. Pedagogische Studien, 84 (5), (pp. 327-329) (3 p.).
  2006 - Scholarly publications
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 (Eds.), Proceedings of the British Society for Research into Learning Mathematics (pp. 17-22) (6 p.). London: BSRLM.
Bakker, A. & Gravemeijer, K.P.E. (2006). A historical phenomenology of mean and median. Educational Studies in Mathematics, 62 (2), (pp. 149-168) (20 p.).
Jong, J.A., Wijers, M., Bakker, A., Middleton, J.A., Simon, A.N. & Burrill, G. (2006). Dealing with data. Chicago: 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) (6 p.). Voorburg: International Statistical Institute.
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) (4 p.). Voorburg: International Statistical Institute.
Roodhardt, A., Wijers, M., Bakker, A., Cole, B.R. & Burrill, G. (2006). Great predictions. Chicago: Wisconsin Center for Education Research & Freudenthal Institute.
Bakker, A., Hoyles, C., Kent, P. & Noss, R. (2006). Improving work processes by making the invisible visible. Journal of Education and Work, 19 (4), (pp. 343-361) (19 p.).
Wijers, M., de Lange, J., Bakker, A., Shafer, M.C. & Burrill, G. (2006). Insights into data. Chicago: Wisconsin Center for Education Research & Freudenthal Institute.
Jonker, V.H., van Galen, F.H.J., Boswinkel, N., Wijers, M., Bakker, A., Simon, A.N. & Burrill, G. (2006). Take a change. Chicago: Wisconsin Center for Education Research & Freudenthal 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 Voorburg: 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), (pp. 333-358) (26 p.).
Bakker, A. (2005). Do computer tools improve statistical literacy?. MSOR Connections, 5 (1), (pp. 28-29) (2 p.).
Bakker, A. (2005). Redeneren als basis voor begripsontwikkeling [Reasoning as a basis for conceptual development]. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 24 (1), (pp. 3-8) (6 p.).
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) (11 p.). Voorburg: International Statistical Institute.
Kent, P., Bakker, A., Hoyles, C. & Noss, R. (2005). Statistical reasoning in the workplace: Techno-mathematical Literacies and learning opportunities. In D. Hewitt (Eds.), Proceedings of the British Society for Research into Learning Mathematics (pp. 37-42) (6 p.). London: BSRLM.
Bakker, A., Kent, P., Hoyles, C. & Noss, R. (2005). Techno-mathematical Literacies in the workplace. MSOR Connections, 5 (1), (pp. 25-27) (3 p.).
Bakker, A., Chance, B., Li, J. & Watson, J. (2005). Working group report on curriculum and research in statistics education. In G. Burrill (Eds.), Curricular development in statistics education (pp. 279-282) (4 p.). IASE.
  2005 - Professional publications
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) (3 p.). Utrecht: Freudenthal instituut.
Bakker, A. & Frederickson, A. (2005). Comparing and distributing growing samples by hand and with a computer tool. In W.J. Masalski (Eds.), Technology-supported mathematics learning environments: (pp. 75-91) (17 p.). Reston, VA: National Council of Teachers of Mathematics.
Bakker, A. (2005). Pillen tellen. Goed tellen is soms van levensbelang [Counting tablets well can save lives]. Volgens Bartjens, 24 (4), (pp. 24-24) (1 p.).
  2004 - Scholarly publications
Bakker, A. (2004). Design research in statistics education. In Drijvers, P.H.M. (Eds.), Classroom-based Research in Mathematics Education: Overview of doctoral research published by the Freudenthal Institute 2001-2004 (pp. 61-82) (22 p.). 2004: Freudenthal Institute, Overview of doctoral research published by the Freudenthal Institute 2001-2004.
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) (22 p.). Dordrecht: Kluwer Academic Publshers.
Bakker, A. (2004). Reasoning about shape as a pattern in variability. Statistics Education Research Journal, 3 (2), (pp. 64-83) (20 p.).
  2004 - Professional publications
de Goeij, E.T.J., Nelissen, J.M.C. & Bakker, A. (2004). Onderzoek splitsend rekenen tot 100. onbekend: UU WINFI Freudenthal Instituut.
  2003 - Scholarly publications
Bakker, A. & Gravemeijer, K.P.E. (26.08.2003). 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) (1 p.). Padova: Cooperativa Libraria Editrice Universita.
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) (13 p.). Reston, VA: NCTM.
Bakker, A. (2003). The Early History of Average Values and Implications for Education. Journal of Statistics Education, 11 (1), (pp. online journal without page numbers).
  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), (pp. 21-41) (21 p.).
Bakker, A. (2002). Route-type and landscape-type software for learning statistical data analysis. In B. Phillips (Eds.), Proceedings of the International Conference of Teaching Statistics Cape Town, South Africa.
  2001 - Scholarly publications
Bakker, A. (12.07.2001). Statistical minitools in a learning trajectory. In M. van den Heuvel-Panhuizen (Eds.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (PME) (pp. 383) (1 p.). Utrecht: Freudenthal Institute, PME 25.
Bakker, A. (12.07.2001). Symbolizing data into a 'bump'. In M. van den Heuvel-Panhuizen (Eds.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (PME) (pp. 81-88) (8 p.). Utrecht: Freudenthal Institute, PME 25.
  2001 - Professional publications
Bakker, A. (2001). De mediaan in het middelpunt. Nieuwe Wiskrant, 21 (1), (pp. 28-31) (4 p.).
Bakker, A. (2001). Minitools om statistiek mee te leren. Nieuwe Wiskrant, 20 (4), (pp. 39-43) (5 p.).
Bakker, A. (2001). Uit de oude doos? Hans Freudenthal geciteerd. Euclides, 76 (6), (pp. 245) (1 p.).
  2000 - Professional publications
Bakker, A. & van Galen, F.H.J. (2000). Cathy Fosnot over constructivisme. Tijdschrift voor nascholing en onderzoek van het reken-wiskunde onderwijs, 19 (1), (pp. 21-23) (3 p.).
Bakker, A., Drijvers, P.H.M. & de Haan, D.L. (2000). Nationale Wiskunde Dagen 2000. Nieuwe Wiskrant, 19 (3), (pp. 22-24) (3 p.).
  1999 - Scholarly publications
Bakker, A. (15.07.1999). Historical and didactical phenomenology of the average values. In P. Radelet-de Grave (Eds.), Proceedings of the conference 'History and Epistemology in Mathematics Education' (pp. 91-106) (16 p.). Leuven, Belgium, Conference 'History and Epistemology in Mathematics Education'.
  1999 - Professional publications
Bakker, A. (1999). Laplace 250 jaar geleden geboren. Nieuwe Wiskrant, 18 (4), (pp. 33-34) (2 p.).
Bakker, A. (1999). Statistisch redeneren: uitstapje naar de cognitieve psychologie. Nieuwe Wiskrant, 19 (2), (pp. 42-48) (7 p.).
Bakker, A. (1999). Vijf jaar Nationale Wiskunde Dagen. Nieuwe Wiskrant, 18 (3), (pp. 4-8) (5 p.).
  1998 - Professional publications
Bakker, A. (1998). Mathematics of the 19th century. Euclides, 73, (pp. 178-179) (2 p.).
  1996 - Scholarly publications
Bakker, A. & Ziegler, R. (1996). Finsler-Mengenlehre. Amsterdam: Institute for Logic, Language, and Computation UvA.
  1996 - Professional publications
Bakker, A. (1996). The Mathematical Experience. Nieuwe Wiskrant, 16, (pp. 35-37) (3 p.).
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Gegenereerd op 2017-11-19 17:01:57

Research projects and funding

Title

The digital turn in epistemology

Funding

NWO Creative Industries (Humanities and ICT) & Noordhoff Publishers

Amount

1,070,000 EUR

Main applicant

Prof. F. A. Muller (Erasmus, UU)

Co-applicants

Dr. Arthur Bakker (project leader), Dr. Jan Broersen (humanities, UU)

Staff

3 PhD students (1 FI), programmer (FI), coordinator (FI)

Period

November 2016 – May 2021

URL

http://www.nwo.nl/onderzoek-en-resultaten/onderzoeksprojecten/i/30/26830.html

 

Title

Techno-mathematical literacies for engineers

Funding

 NWO lerarenbeurs

Amount

About 170,000 EUR

Main applicant:

 Nathalie van der Wal

Co-applicants:

 Arthur Bakker, Paul Drijvers (promotor)

Period

2017-

 

Title

Steekproef en populatie: Statistisch redeneren en informele statistische

inferentie

Funding

DUDOC Bèta 2020

Amount

About 150,000 EUR

Main applicant:

Marianne van Dijke-Droogers

Co-applicants:

Paul Drijvers (promotor), Arthur Bakker, Jos Tolboom (SLO)

Period

September 2016 -

 

Title

Het ontwikkelen van statistische vaardigheden via histogrammen

Funding

NWO

Amount

About 150,000 EUR

Main applicant:

Lonneke Boels

Co-applicants:

Arthur Bakker, Paul Drijvers (promotor), Wim van Dooren (Leuven)

Period

August 2016 -

URL

http://www.nwo.nl/onderzoek-en-resultaten/programmas/promotiebeurs+voor+leraren/toekenningen+2015-2

 

Title

De leerling als educational designer van wiskundegames

Funding

Postdoc VO

Amount

About 110,000 EUR

Main applicant:

Eline Westerhout

Co-applicants:

Prof. Paul Drijvers, Arthur Bakker

Period

September 2016-2019

 

Title

Improving Teacher Judgment Accuracy and Support Adaptivity: What Cues are Good Clues?

Funding

PromoDocs UU

Amount

About 150,000 EUR

Main applicant:

Sophie Oudman

Co-applicants:

Janneke van de Pol, Arthur Bakker, Prof. Tamara van Gog

Period

September 2016 -

 

Title

The use of video to foster affect and cognition in science and mathematics education: design principles from narrative film theory

Funding

UU + NRO PPO (A functional design for educational videos based on didactical principles)

Main applicant

Winnifred Wijnker

Supervision

Arthur Bakker, Prof. Paul Drijvers, Prof. Tamara van Gog (not co-applicants)

Period

September 2016 -

 

Title

Design-based research in domain-specific education

Funding

Universität Bremen

 

10 months 2 days per week to write a book for PhD students

Main applicant:

Arthur Bakker (fellow at Bremen University)

Period

August 2016 – May 2017

 

Title

Embodied Expertise in Perceptual Learning during 2D and 3D visualization tasks

Funding

Education and Learning (UU)

Main applicants:

Marieke van der Schaaf and Arthur Bakker

Collaborator

Dor Abrahamson, University of California, Berkeley (http://edrl.berkeley.edu/)

Staff

Shakila Shayan (postdoc)

Period

May 2014 - April 2018

 

Title

Techno-mathematical literacies in higher professional technical education

Funding

Avans Hogeschool

Main applicant:

Nathalie van der Wal

Supervision

Arthur Bakker, Prof. Paul Drijvers

Period

September 2014 -

 

Title

Rekenen in Beeld

Funding

Onderwijsbewijs

Main applicant:

Kees Hoogland

Supervision

Arthur Bakker, Prof. Birgit Pepin, Prof. Koeno Gravemeijer

Period

Defence scheduled for 8 November 2016

 

Selected finished projects

Title

Professionalisering binnen leergemeenschappen om talige ondersteuning in interactieve reken-wiskundelessen te realiseren

Funding

NRO praktijkonderzoek (PPO)

Amount

55,000 EUR

Main applicant

Ronald Keijzer

Co-applicants

Jantien Smit, Arthur Bakker

Period

2014-2015

URL

https://www.nro.nl/kb/405-14-501-leraren-leren-omgaan-met-taal-in-de-rekenles/

 

Title

Promoting student attitudes toward science and mathematics: A meta-analysis of experimental and quasi-experimental studies

Effecten van vernieuwende onderwijsaanpakken op attitudes en leerprestaties in de be`tavakken

Funding

NWO PROO review studies

Amount

50,000 EUR

Main applicant

Arthur Bakker

Co-applicant

Gjalt Prins

Staff

Bram Vaessen, Charlotte Rietbergen, Elwin Savelsbergh, Sabine Fechner

Period

2013-2014

URL

https://www.nro.nl/wp-content/uploads/2015/07/411-12-232-Effecten-van-vernieuwende-onderwijsaanpakken-op-attitudes-en-leerprestaties-in-de-b%C3%A8tavakken-Vaessen-Bakker-ea.pdf

 

Title

Interest in Science: Development Across Sites of Learning

Funding

Education for Learning Societies

Amount

110,000 EUR

Main applicant

Sanne Akkerman (project 1)

Co-applicant

Arthur Bakker (project 2; 55,000)

Period

2012-2014

 

Title

Learning correlation and regression within authentic contexts

Funding

DUDOC (Platform Bèta Techniek)

Amount

About 200,000 EUR

Main applicant:

Arthur Bakker

Co-applicants:

Harrie Eijkelhof, Jan van Maanen

Staff

Adri Dierdorp

Period

PhD dissertation finished 2013

 

Title

Boundary crossing between school and work for developing techno-mathematical competencies in vocational education (MBO)

Funding

NWO PROO

Amount

220,000 EUR

Main applicant

Prof. Koeno Gravemeijer

Staff

Arthur Bakker (co-author proposal) and Sanne Akkerman (postdocs)

Period

01/11/2007 - 23/05/2012

URL

http://www.nwo.nl/onderzoek-en-resultaten/onderzoeksprojecten/i/00/3200.html

Gegenereerd op 2017-11-19 17:01:57

In the Master's programme Science Education and Communication (SEC), Bakker teaches  Research Methods 2 and the seminars of Research Projects (with Wouter van Joolingen).

In the Research Master Educational Sciences, he teaches Theories of Learning (with Larike Bronkhorst).

Gegenereerd op 2017-11-19 17:01:57
Additional functions and activities

Associate editor Educational Studies in Mathematics (ISI; IF 0.839) since 2014.

Fellow at Bremen University Bremen from August 2016 to write a book on design-based research.

Gegenereerd op 2017-11-19 17:01:57
Full name
dr. A. Bakker Contact details
Martinus J. Langeveldgebouw

Heidelberglaan 1
Room 0
3584 CS  UTRECHT
The Netherlands


Buys Ballotgebouw

Princetonplein 5
Room 465
3584 CC  UTRECHT
The Netherlands


Phone number (direct) +31 30 253 5641
Phone number (department) +31 30 252 1179

Beste bereikbaar per email: a.bakker4@uu.nl

Gegenereerd op 2017-11-19 17:01:57
Last updated 13.11.2017