dr. L.M. (Michiel) Doorman
m.doorman@uu.nl
Gegenereerd op 2017-10-20 23:57:12


Profile

Interests are context-based mathematics education, modeling as a lever for learning mathematics, inquiry based learning and coherency between mathematics and science learning.

Strategic themes / Focus areas
Involved in the following study programme(s)
Gegenereerd op 2017-10-20 23:57:12
All publications
  2017 - Professional publications
Duijzer, A.C.G., Van den Heuvel-Panhuizen, M., Veldhuis, M. & Doorman, L.M. (20.01.2017). Greep op grafieken. In Marc Van Zanten (Eds.), Rekenen-wiskunde in de 21e eeuw – Ideeën en achtergronden voor primair onderwijs - Panama 35 (pp. 53-58). Panama - NVORWO - Universiteit Utrecht - SLO.
Doorman, L.M. & Eijkelhof, H.M.C. (2017). Het FIzier gericht op ... Grafieken en samenhang tussen de betavakken. Euclides, 92 (4), (pp. 37-39) (3 p.).
  2016 - Professional publications
van Leendert, A.J.M. & Doorman, L.M. (2016). Het FIzier gericht op wiskundige expressies voor braille-afhankelijke leerlingen. Euclides, 91 (7) (2 p.).
Doorman, L.M., Jonker, Vincent & Wijers, M.M. (2016). Mathematics and Science in Life: Inquiry Learning and the World of Work. (99 p.). University of Education Freiburg.
  2015 - Scholarly publications
Kieran, Carolyn, Doorman, L.M. & Ohtani, Minoru (2015). Frameworks and Principles for Task Design. In Anne Watson & Minoru Ohtani (Eds.), Task Design In Mathematics Education - an ICMI Study 22 (pp. 19-81) (63 p.). Cham Heidelberg New York Dordrecht London: Springer.
Wijaya, Ariyadi, Van den Heuvel-Panhuizen, M. & Doorman, Michiel (19.03.2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89 (1), (pp. 41-65).
Klaassen, C.W.J.M. & Doorman, L.M. (2015). Problem Posing as Providing Students with Content-Specific Motives. In Florence Singer, Nerida Ellerton & Jinfa Cai (Eds.), Mathematical Problem Posing - From Research to Effective Practice (pp. 215-240) (26 p.). New York, Heidelberg, Dordrecht, London: Springer.
Wijaya, Ariyadi, Van den Heuvel-Panhuizen, M. & Doorman, Michiel (01.12.2015). 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), (pp. 637-662) (26 p.).
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 (pp. 289-296). Hobart, Australia: PME.
Doorman, L.M., Garcia, Javier, Potari, Despina, 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). Münster: WTM Verlag.
  2015 - Professional publications
Doorman, L.M. (2015). Het FIzier gericht op... anti-didactische inversie. Euclides, 91 (3), (pp. 11-12).
  2014 - Scholarly publications
Wijaya, Ariyadi, van den Heuvel-Panhuizen, Marja, Doorman, Michiel & Robitzsch, Alexander (2014). Difficulties in solving context-based PISA mathematics tasks - An analysis of students' errors. Mathematics Enthusiast, 11 (3), (pp. 555-584) (30 p.).
Drijvers, Paul, Tacoma, Sietske, Besamusca, A., Heuvel, C. van den, Doorman, Michiel & Boon, Peter (2014). Digital technology and mid-adopting teachers’ professional development - a case study. In Alison Clark-Wilson, Ornella Robutti & Nathalie Sinclair (Eds.), The Mathematics Teacher in the Digital Era (pp. 189-212). Springer Netherlands.
Drijvers, Paul, Doorman, Michiel, Kirschner, Paul, Hoogveld, Bert & Boon, Peter (2014). The effect of online tasks for algebra on student achievement in grade 8. Technology, Knowledge and Learning, 19 (1-2), (pp. 1-18) (18 p.).
  2014 - Professional publications
Doorman, Michiel, Jonker, Vincent & Wijers, Monica (2014). Het FIzier gericht op... Wiskunde in beroepen. Euclides, 89 (7), (pp. 16-17) (2 p.).
Doorman, Michiel, Heiden, A. van der & Kuijpers, N. (2014). Weer tien jaar NWD - Een lichtbundel. (172 p.). Utrecht: Freudenthal instituut.
  2013 - Scholarly publications
Maass, K. & Doorman, L.M. (2013). A model for a widespread implementation of inquiry-based. ZDM - International Journal on Mathematics Education, 45 (6), (pp. 887-899) (13 p.).
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) (22 p.). Enschede: SLO.
Swan, M., Pead, D., Doorman, L.M. & Mooldijk, A.H. (2013). Designing and using professional development resources for inquiry based learning. ZDM - International Journal on Mathematics Education, 45 (7), (pp. 945-957) (13 p.).
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 - International Journal on Mathematics Education, 45 (7), (pp. 987-1001) (15 p.).
  2013 - Professional publications
Doorman, L.M. (2013). Het FIzier gericht op ... Rafael Núñez. Euclides, 89 (3), (pp. 15-16) (2 p.).
de Haan, D.L., Jonker, V.H., Wijers, M.M. & Doorman, L.M. (2013). Pauzes op school - OnderbouwWiskundeDag 2013. Euclides, 89 (3), (pp. 7-9) (3 p.).
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), (pp. 4-7) (4 p.).
Doorman, L.M. (2013). Zand strooien of verbeeldingskracht verrijken. Nieuwe Wiskrant, 32 (3), (pp. 4-9) (6 p.).
  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), (pp. 1243-1267) (25 p.).
  2012 - Professional publications
de Haan, D.L., Doorman, L.M., Jonker, V.H. & Wijers, M.M. (2012). De OnderBouwWiskundeDag. Nieuwe Wiskrant, 32 (1), (pp. 12-16) (5 p.).
Doorman, L.M., van der Kooij, H. & Mooldijk, A.H. (2012). Denkactiviteiten, onderzoekend leren en de rol van de docent. Nieuwe Wiskrant, 31 (4), (pp. 9-12) (4 p.).
van der Valk, A.E., Doorman, L.M. & Eggens, L. (2012). Draaiboek cursus Bevorderen van Excellentie in de bètavakken. Utrecht: Universiteit Utrecht, Junior College Utrecht.
Doorman, L.M. (2012). Wiskunde voor dichters. De exacte benadering : Syllabus Vakantiecursus 2012 (pp. 80-97) (18 p.). Amsterdam: Platform Wiskunde Nederland.
  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), (pp. 149-173) (25 p.).
van Nes, F.T. & Doorman, L.M. (2011). Fostering Young Children’s Spatial Structuring Ability. International Electronic Journal of Mathematics Education, 6 (1), (pp. 27-39) (13 p.). retrieved from http://www.iejme.com February 2011 15th Flora of Thailand Meeting.
  2011 - Professional publications
Doorman, L.M. (2011). Een leuke les: kwartetten met tabellen en grafieken. Nieuwe Wiskrant, 31 (1), (pp. 25-28) (4 p.).
Doorman, L.M. & Roodhardt, A. (2011). Wiskunde: meer dan wetenschap? Eerste ervaringen met logisch redeneren in wiskunde C. Nieuwe Wiskrant, 30 (4), (pp. 43-48) (6 p.).
  2010 - Scholarly publications
Doorman, L.M. & Drijvers, P.H.M. (2010). Algebra in function. In P. Drijvers (Eds.), Secondary algebra education. Revisiting topics and themes and exploring the unknown (pp. 119-136) (18 p.). Rotterdam: Sense Publishers.
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) (18 p.). Abington / New York: Routledge.
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), (pp. 6-30) (25 p.).
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), (pp. 213-234) (22 p.).
  2009 - Scholarly publications
Doorman, L.M. & Gravemeijer, K.P.E. (2009). Emergent modeling: discrete graphs to support the understanding of change and velocity. ZDM - International Journal on Mathematics Education, 41 (1), (pp. 199-211) (13 p.).
Drijvers, P.H.M., Doorman, L.M., Boon, P.B.J. & van Gisbergen, S. (28.01.2009). 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) (10 p.). Lyon: INRP, CERME 6.
van Nes, F.T. & Doorman, L.M. (2009). Miertje Maniertje en de Maniertjesdoos. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 28 (1), (pp. 62-71) (10 p.).
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) (13 p.). Thessaloniki: PME, The 33rd Conference of the International Group for the Psychology of Mathematics Education.
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) (13 p.). Thessaloniki: PME, The 33rd Conference of the International Group for the Psychology of Mathematics Education.
  2008 - Scholarly publications
Doorman, L.M. & van Maanen, J.A. (2008). A historical perspective on teaching and learning calculus. Australian Senior Mathematics Journal, 22 (2), (pp. 4-14) (15 p.).
Doorman, L.M. & Gravemeijer, K.P.E. (2008). Learning Mathematics through Applications by Emergent modeling: The Case of Slope and Velocity. In Bh. Sriraman, C. Michelsen, A. Beckmann & V. Freiman (Eds.), Proceedings of MACAS2 (pp. 37-56) (20 p.). Odense: Centre for Science and Mathematics Education, University of Southern Denmark, Second International Symposium on Mathematics and its Connection to the Arts and Sciences, Odense, Denmark.
Doorman, L.M. & Gravemeijer, K.P.E. (2008). Learning Mathematics through Applications by Emergent modeling: The Case of Slope and Velocity. In Bh. 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) (20 p.). Charlotte: IAP Inc. & The Montana Council of Teachers of Mathematics.
  2008 - Professional publications
Roodhardt, A. & Doorman, L.M. (2008). Logisch redeneren voor wiskunde C. Lesboek. (69 p.). Utrecht: Freudenthal instituut.
  2007 - Scholarly publications
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), (pp. 405-418) (14 p.). Recent PISA results - T. Dekker (onderdeel van hetzelfde artikel).
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) (10 p.). Nicosia, Cyprus: University of Cyprus.
Doorman, L.M. (2007). Wiskundeonderwijs met computeractiviteiten vraagt constructieruimte voor leerlingen. Pedagogische Studien, 84 (5), (pp. 375-390) (16 p.).
  2007 - 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) (10 p.). Leuven: Katholieke Universiteit Leuven.
van Gisbergen, S., Boon, P.B.J., Doorman, L.M. & Drijvers, P. (2007). Applet en context als krachtige combinatie. Nieuwe Wiskrant, 27 (2), (pp. 21-26) (6 p.).
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), (pp. 42-46) (5 p.).
Doorman, L.M. (2007). Wiskunde C, daar komt muziek in. Nieuwe Wiskrant, 27 (1), (pp. 31-34) (4 p.).
  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), (pp. 3-10) (8 p.).
  2006 - 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), (pp. 30-37) (8 p.).
  2005 - Scholarly publications
Doorman, L.M. (02.03.2005). Modelling motion: from trace graphs to instantaneous change. (244 p.).
  2004 - Professional publications
Doorman, L.M., Peltenburg, M.C. & Jonker, V.H. (2004). Compacte digitale leerlijnen rekenen-wiskunde. Computeractiviteiten met methodeverwijzingen : Groep 4. (77 p.). Utrecht: Freudenthal instituut.
Peltenburg, M.C., Wassen, L., Doorman, L.M. & Jonker, V.H. (2004). Rekenen op @Webschool. In Groenenwegen, K. (Eds.), Nationale Rekendagen 2004 een praktische terugblik. Artikelen Achtergrondinformatie NRD 2004 (pp. 79-82) (4 p.). Utrecht: Freudenthal instituut.
Doorman, L.M. (2004). Tien jaar NWD. Nieuwe Wiskrant, 23 (3), (pp. 12-13) (2 p.).
Doorman, L.M., Drijvers, P.H.M., Goris, T. & Moonen-Harmsen, M. (2004). Tien jaar NWD, een lichtbundel. (108 p.). Utrecht: Freudenthal instituut.
Doorman, L.M. (2004). Van touwpuzzels tot oppervlaktealgebra. Nieuwe Wiskrant, 23 (4), (pp. 34-39) (6 p.).
  2003 - Scholarly publications
Doorman, L.M. (2003). Inzicht in snelheid en afgelegde weg via grafieken. Tijdschrift voor Didactiek der Betawetenschappen, 20 (1), (pp. 1-25) (25 p.).
  2002 - Scholarly publications
Doorman, L.M. (2002). How to guide students? A reinvention course on modeling motion. In Fou-Lai Lin (Eds.), Common sense in mathematics education (pp. 97-115) (19 p.). Taipei, Taiwan: National Taiwan Normal University, The Netherlaands and Taiwan Conference on Mathematics ducation.
  2002 - Professional publications
Doorman, L.M. & Mooldijk, A.H. (2002). Een discussie op internet. Nieuwe Wiskrant, 22 (1), (pp. 20-24) (5 p.).
Doorman, L.M. (2002). Een opbouw in grafieken. Nieuwe Wiskrant, 21 (3), (pp. 32-37) (6 p.).
  2001 - Professional publications
Drijvers, P.H.M. & Doorman, L.M. (2001). De TI-83 en TI-83+, kennismaken en toepassen. (56 p.). Groningen: Wolters-Noordhoff.
  2000 - Professional publications
Doorman, L.M. (2000). Integratie van kinematica en differentiaalrekening. Nieuwe Wiskrant, 20 (1), (pp. 14-20) (7 p.).
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) (14 p.). Leusden: Nederlandse Vereniging van Wiskundeleraren.
Doorman, L.M. (2000). WURL 7: De grauwe gans. Nieuwe Wiskrant, 19 (4), (pp. 50-51) (2 p.).
  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), (pp. 111-129) (19 p.).
Doorman, L.M. & Gravemeijer, K.P.E. (1999). Modelleren als organiserende activiteit in het wiskundeonderwijs. Tijdschrift voor Didactiek der Betawetenschappen, 16 (1), (pp. 38-55) (18 p.).
  1998 - Professional publications
Doorman, L.M. & Drijvers, P.H.M. (1998). Continue dynamische modellen. Nieuwe Wiskrant, 17 (3), (pp. 22-25) (4 p.).
Doorman, L.M. & Wijers, M.M. (1998). Getijdenbewegingen. Nieuwe Wiskrant, 18 (1), (pp. 10-14) (5 p.).
Doorman, L.M. & Kemme, S. (1998). Voortgezette meetkunde en Cabri Geometre. Nieuwe Wiskrant, 17 (4), (pp. 39-40) (2 p.).
Hermsen, J.F. & Doorman, L.M. (1998). Wurls 5: Meetkunde applets op het web. Nieuwe Wiskrant, 18 (2), (pp. 47-48) (2 p.).
  1994 - Professional publications
Doorman, L.M. & Drijvers, P.H.M. (1994). De grafische rekenmachine in het wiskundeonderwijs. (136 p.). Utrecht: Freudenthal instituut.
Doorman, L.M. (1994). Grafen en Matrices, software, handleiding en werkbladen. (64 p.). utrecht: Freudenthal instituut.
  1993 - Professional publications
Doorman, L.M. & Drijvers, P.H.M. (1993). Optimaliseren met een grafische rekenmachine. Docentenhandleiding. (30 p.). Utrecht: 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), (pp. 191-196).
  1992 - Professional publications
Doorman, L.M. (1992). Doorsneden Doorzien. (12 p.). Utrecht: 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), (pp. 17-21) (5 p.).
  1990 - Professional publications
Doorman, L.M. (1990). Ruimtemeetkunde op de Computer met Ruimfig. Van Twaalf tot Zestien, 16, (pp. 12-13) (2 p.).
  1988 - Scholarly publications
Doorman, L.M. (1988). The existence property in the presence of function symbols. Utrecht: Universiteit Utrecht, master thesis.
^ top
Gegenereerd op 2017-10-20 23:57:12
Project:
Beyond flatland in primary school mathematics education
01.07.2015 to 30.06.2018
General project description 

Preparing students for the 21st century means teaching them higher-order thinking (HOT). This requires a thorough theoretical and practical understanding of how HOT develops and can be fostered. This Interlinked Research Project (IRP) aims to contribute to this understanding by taking a domain-specific conceptualization of HOT and focusing on primary mathematics education. While internationally, awareness is increasing that the foundation of HOT in mathematics has to be laid at young age, in Dutch primary schools it is almost absent. To provide evidence for enriching the current mathematics curriculum the IRP investigates in three part-projects what opportunities-to-learn HOT can be offered by dynamic data modeling, probability, and early algebra. The IRP is grounded in embodied cognition theory, representational re-description theory, and variation theory and uses interventions with ICT. The design combines macro-genetic longitudinal studies (development over one school year) and micro-genetic studies nested within the macrogenetic studies (development over lesson series). 

Role Researcher Funding
Other grant (government funding): Granted with the NRO program fundamental research (interrelated projects); 700 thousand euro
Project members UU
External project members:
  • Leibniz Institut IPN Kiel

Completed projects

Project:
Mathematics and Science for Life! (Mascil) 01.01.2013 to 01.01.2017
General project description

This project aims to promote a widespread use of inquiry-based science teaching (IBST) in primary and secondary schools. Our major innovation is to connect IBST in school with the world of work making science more meaningful for young European students and motivating their interest in careers in S & T. To this end, we will run training courses in which pre- and in-service teachers will learn about IBST supported by teachers from vocational education, representatives from industry and informal learning. They will develop inquiry tasks in vocational contexts, leading to a large European task repository. Teachers will experience IBST themselves and through iterative cycles of implementation followed by reflection integrate this into their practice. To ensure widespread participation we will use a pyramid model in which we will work with a small number of teachers first each of which will then work with further teachers. Additionally we will develop an innovative interactive e-learning platform. To profit from the international perspective offered by the project teachers will be connected with existing European networks and our own thematic network on IBST through (virtual) meetings, a forum and the task repository.


We will adopt a systemic approach to dissemination working with teachers and additionally parents, students, school authorities and policy makers. National and European advisory panels will bring together stakeholders to advise partners throughout the project; dialogue with policy makers will be facilitated by workshops and policy papers. To ensure effectiveness our work will be informed by a detailed analysis of the educational systems in partner nations. We plan to reach more than 65.000 teachers directly and 800.000 teachers indirectly (via stakeholders, media).

 
Role Researcher Funding
EU grant: European Union
Project members UU
Gegenereerd op 2017-10-20 23:57:12
Additional functions and activities

Member of the board of the Dutch association of mathematics teachers (NVvW)

Member of the PWN-Publicity commission

Gegenereerd op 2017-10-20 23:57:12
Full name
dr. L.M. Doorman Contact details
Buys Ballotgebouw

Princetonplein 5
Room 367
3584 CC  UTRECHT
The Netherlands


Phone number (direct) +31 30 253 5669
Phone number (department) +31 30 253 1179
Postal address
Postbus 85.170
3508 AD    UTRECHT
The Netherlands
Availability
Mo Tue Wed Thu Fr
Morning
Afternoon
Gegenereerd op 2017-10-20 23:57:12
Last updated 09.01.2017