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Game Research

2021

Scholarly publications

Van den Heuvel-Panhuizen, M., & Kullberg, A. (Eds.) (2021). Collection of Contributions ICME-14 Topic Study Group 1: Mathematics education at preschool level. ICME-14.

Van den Heuvel-Panhuizen, M., & Elia, I. (2021). Unraveling the quantitative competence of kindergartners. In M. van den Heuvel-Panhuizen, & A. Kullberg (Eds.), Proceedings of the ICME-14 Topic Study Group 1 (pp. 7-10). ICME-14.

Van den Heuvel-Panhuizen, M., & Kullberg, A. (2021). Mathematics education at preschool level. In M. van den Heuvel-Panhuizen, & A. Kullberg (Eds.), Collection of Contributions ICME-14 Topic Study Group 1 (pp. iii-vii). ICME-14.

van Zanten, M., & Van den Heuvel-Panhuizen, M. (2021). Mathematics curriculum reform and its Implementation in textbooks: Early addition and subtraction in Realistic Mathematics Education. Mathematics, 9(7), 1-21. [752]. https://doi.org/10.3390/math9070752

Van den Heuvel-Panhuizen, M., Sangari, A., & Veldhuis, M. (2021). Teachers’ use of Descriptive Assessment in primary school mathematics education in Iran. Education Sciences, 11(3), 1-23. [100]. https://doi.org/10.3390/educsci11030100

2020

Scholarly publications

Reuwsaat Justo, J. C., Becher, E. L., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2020). Assessment in primary school mathematics education in Brazil. Educação Em Revista, 36, [e212670]. https://doi.org/10.1590/0102-4698212670

Otten, M., van den Heuvel‐Panhuizen, M., Veldhuis, M., Boom, J., & Heinze, A. (2020). Are physical experiences with the balance model beneficial for students’ algebraic reasoning? An evaluation of two learning environments for linear equations. Education Sciences, 10(6), [163]. https://doi.org/10.3390/educsci10060163

Björklund, C., van den Heuvel-Panhuizen, M., & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM - Mathematics Education, 52(4), 607-619. https://doi.org/10.1007/s11858-020-01177-3

Van den Heuvel-Panhuizen, M., & Elia, I. (2020). Mapping kindergartners’ quantitative competence. ZDM - Mathematics Education, 52(4), 805-819. https://doi.org/10.1007/s11858-020-01138-w

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/Duijzer_etal_2020_MRJME_MovingTowardsUnderstanding.pdf?sequence=1

Van den Heuvel-Panhuizen, M., & van Zanten, M. A. (2020). Realistic Mathematics Education: A brief history of a longstanding reform movement. Mediterranean Journal for Research in Mathematics Education, 17, 65-73.
https://dspace.library.uu.nl/bitstream/handle/1874/396936/Realistic_Mathematics_Education.pdf?sequence=1

van den Heuvel - Panhuizen, M., & Elia, I. (2020). Early childhood mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (2 ed.). Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_165

van den Heuvel - Panhuizen, M., & Drijvers, P. H. M. (2020). Realistic Mathematics Education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (2 ed.). Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_170

van den Heuvel - Panhuizen, M. (2020). Didactical phenomenology (Freudenthal). In S. Lerman (Ed.), Encyclopedia of Mathematics Education (2 ed.). Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_49

Treffers, A., & Van den Heuvel-Panhuizen, M. (2020). Dutch didactical approaches in primary school mathematics as reflected in two centuries of textbooks. In M. Van den Heuvel-Panhuizen (Ed.), National Reflections on the Netherlands Didactics of Mathematics: Teaching and Learning in the Context of Realistic Mathematics Education (pp. 77-103). (ICME-13 Monographs). Springer, Cham. https://doi.org/10.1007/978-3-030-33824-4_6

Van den Heuvel-Panhuizen, M. (2020). A spotlight on mathematics education in the Netherlands and the central role of Realistic Mathematics Education. In M. Van den Heuvel-Panhuizen (Ed.), National Reflections on the Netherlands Didactics of Mathematics (pp. 1-14). (ICME-13 Monographs). Springer Nature. https://doi.org/10.1007/978-3-030-33824-4_1

Van den Heuvel-Panhuizen, M. (Ed.) (2020). National Reflections on the Netherlands Didactics of Mathematics: Teaching and learning in the context of Realistic Mathematics Education. (ICME-13 Monographs). Springer, Cham. https://doi.org/10.1007/978-3-030-33824-4

Van den Heuvel-Panhuizen, M. (2020). Seen through other eyes: Opening up new vistas in Realistic Mathematics Education through visions and experiences from other countries. In M. Van den Heuvel-Panhuizen (Ed.), International Reflections on the Netherlands Didactics of Mathematics: Visions on and Experiences with Realistic Mathematics Education (pp. 1-20). (ICME-13 Monographs). Springer Nature. https://doi.org/10.1007/978-3-030-20223-1

Van den Heuvel-Panhuizen, M. (Ed.) (2020). International Reflections on the Netherlands Didactics of Mathematics: Visions on and Experiences with Realistic Mathematics Education. Springer Nature.

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

Veldhuis, M., & Van den Heuvel-Panhuizen, M. (2020). Correction to: Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement (Mathematics Education Research Journal, (2019), 10.1007/s13394-019-00270-5). Mathematics Education Research Journal, 32, 473. https://doi.org/10.1007/s13394-019-00281-2

Veldhuis, M., & Van den Heuvel-Panhuizen, M. (2020). Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement. Mathematics Education Research Journal, 32, 449–471. https://doi.org/10.1007/s13394-019-00270-5

2019

Scholarly publications

van Zanten, M. A., & Van den Heuvel-Panhuizen, M. (2019). 50 years of Realistic Mathematics Education ideas and their implementation in textbooks: Learning facilitators for addition and subtraction. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher, & H. Wuschke (Eds.), Proceedings of the Third International Conference on Mathematics Textbook research and development (pp. 341-346)

Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.) (2019). Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
https://dspace.library.uu.nl/bitstream/handle/1874/392120/CERME11_Proceedings_2019.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

Otten, M., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Heinze, A. (2019). Fifth-grade students solving linear equations supported by physical experiences. 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. 646-652). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02416443/

Sangari, A. A., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Gooya, Z. (2019). Teachers’ use of Descriptive Assessment methods in primary school mathematics education in Iran. 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. 4119-4120). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02430553

de Bordes, P. F., Boom, J., Schot, W. D., van den Heuvel-Panhuizen, M., & Leseman, P. P. M. (2019). Modelling children's Gear task strategy use with the Dynamic Overlapping Waves Model. Cognitive Development, 50, 237-247. https://doi.org/10.1016/j.cogdev.2019.01.001

Otten, M., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2019). The balance model for teaching linear equations: a systematic literature review. International Journal of STEM Education, 6, [30]. https://doi.org/10.1186/s40594-019-0183-2

Otten, M., van den Heuvel-Panhuizen, M., Veldhuis, M., & Heinze, A. (2019). Developing algebraic reasoning in primary school using a hanging mobile as a learning supportive tool = El desarrollo del razonamiento algebraico en educación primaria utilizando una balanza como herramienta de apoyo. Infancia y Aprendizaje, 42(3), 615-663. https://doi.org/10.1080/02103702.2019.1612137

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

Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2019). Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques. Education Sciences, 9(2), 1-19. [150]. https://doi.org/10.3390/educsci9020150

Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2019). Assessment in the Hands of Primary School Mathematics Teachers: Four studies in China. Acta Scientiae, 21(2), 128-136. https://doi.org/10.17648/acta.scientiae.v21iss2id5131

Van den Heuvel-Panhuizen, M., Blum, W., Artigue, M., Mariotti, M. A., & Sträßer, R. (Eds.) (2019). European traditions in didactics of mathematics. Springer Nature. https://doi.org/10.1007/978-3-030-05514-1

Van den Heuvel-Panhuizen, M. (Ed.) (2019). Didactics of Mathematics in the Netherlands. In W. Blum, M. Artigue, M. A. Mariotti, R. Sträßer, & M. van den Heuvel-Panhuizen (Eds.), European traditions in didactics of mathematics (pp. 57-94). Springer Nature. https://doi.org/10.1007/978-3-030-05514-1_3

Van den Heuvel-Panhuizen, M. (2019). Mathematics education in the Netherlands viewed from four perspectives. In W. Blum, M. Artigue, M. A. Mariotti, R. Sträßer, & M. van den Heuvel-Panhuizen (Eds.), European traditions in didactics of mathematics (pp. 58-67). Springer Nature.
https://dspace.library.uu.nl/bitstream/handle/1874/379733/vandenheuvel_panhuizen.pdf?sequence=1

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. [31(3)]. https://doi.org/10.1007/s10648-019-09471-7

Professional publications

van Zanten, M. A., & Van den Heuvel-Panhuizen, M. (2019). Probleemoplossen in reken-wiskundemethodes: Het gereedschap van de vakman/vakvrouw. Volgens Bartjens, 38(3). https://vangorcumtijdschriften.nl/volgens-bartjens/artikel/probleemoplossen-in-reken-wiskundemethodes/

2018

Scholarly publications

van Zanten, M. A., & Van den Heuvel-Panhuizen, M. (2018). Realistic Mathematics Education in the Netherlands: Textbooks as carriers and barriers for reform. In Y. Shimizu, & R. Vithal (Eds.), ICMI Study 24 Pre-Conference proceedings. School mathematics curriculum reforms: Challenges, changes and opportunities (pp. 157-164). University of Tsukuba.

Reuwsaat Justo, J. C., Becher, E. L., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2018). Assessment beliefs and practices in primary school Mathematics education in Brazil. In Proceedings of VII Seminário Internacional de Pesquisa em Educação Matemática http://www.sbemparana.com.br/eventos/index.php/SIPEM/VII_SIPEM/paper/view/567/525

Ropohl, M., Diehl, K., Gebhardt, M., Van den Heuvel-Panhuizen, M., Mühling, A., & Schanze, S. (2018). Lernprozesse und Lernprodukte mit digitalen Medien diagnostizieren? Digitale Medien für formative und summative Diagnose. In M. Ropohl, A. Lindmeier, H. Härtig, L. Kampschulte, A. Mühling, & J. Schwanewedel (Eds.), Medieneinsatz im mathematisch-naturwissenschaftlichen Unterricht. Fachübergreifende Perspektiven auf zentrale Fragestellungen (pp. 98-135). Joachim Herz Stiftung Verlag.

Verschaffel, L., Baccaglini-Frank, A., Mulligan, J., Van den Heuvel-Panhuizen, M., Ping Xin, Y., & Butterworth, B. (2018). Special needs in research and instruction in whole number arithmetic. In M. G. Bartolini Bussi, & X. H. Sun (Eds.), Building the foundation: Whole numbers in the primary grades. The 23rd ICMI Study (pp. 375-397). Springer International Publishing AG.

van Zanten, M. A., & Van den Heuvel-Panhuizen, M. (2018). Opportunity to learn problem solving in Dutch primary school mathematics textbooks. ZDM - International Journal on Mathematics Education, 5(5), 827-838. https://doi.org/10.1007%2Fs11858-018-0973-x

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.

Wijaya, 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), [em1598]. https://doi.org/10.29333/ejmste/93420

Elia, I., Van den Heuvel-Panhuizen, M., & Gagatsis, A. (2018). Geometry learning in the early years: Developing understanding of shapes and space with a focus on visualization. In V. Kinnear, M. Y. Lai, & T. Muir (Eds.), Forging connections in early mathematics teaching and learning (pp. 73-95). Springer Nature.

Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2018). Chinese primary school mathematics teachers’ assessment profiles: Findings from a large-scale questionnaire survey. International Journal of Science and Mathematics Education, 16(7), 1387–1407. https://doi.org/10.1007/s10763-017-9841-3

2017

Scholarly publications

Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2017). Using classroom assessment techniques in Chinese primary schools: Effects on student achievement. In T. Dooley, & G. Guedet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10) (pp. 3604-3611). https://hal.archives-ouvertes.fr/CERME10-TWG21/hal-01949253v1

van Zanten, M. A., & Van den Heuvel-Panhuizen, M. (2017). Past and current approaches to decimal numbers in Dutch primary school mathematics textbooks. In B. Grevholm (Ed.), Mathematics textbooks, their content, use and influences. Research in Nordic and Baltic countries (pp. 129-154). Cappelen Damm AS.

van Zanten, M. A., & Van den Heuvel-Panhuizen, M. (2017). Primary school mathematics in the Netherlands: The perspective of the curriculum documents. In D. R. Thomson, M. A. Huntley, & C. Suurtamm (Eds.), International perspectives on mathematics curriculum (pp. 9-39). Information Age Publishing Inc.

Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2017). Classroom assessment in the eyes of Chinese primary mathematics teachers: A review of teacher-written papers. Studies in Educational Evaluation, 52, 42-54. https://doi.org/10.1016/j.stueduc.2016.12.002

Professional publications

Otten, M., Van den Heuvel-Panhuizen, M., Veldhuis, M., Heinze, A., & Goldenberg, P. (2017). Eliciting algebraic reasoning with hanging mobiles. Australian Primary Mathematics Classroom, 22(3), 14-19.

Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Doorman, L. M. (2017). Greep op grafieken. In M. Van Zanten (Ed.), Rekenen-wiskunde in de 21e eeuw – Ideeën en achtergronden voor primair onderwijs: Jubileumbundel ter gelegenheid van het 35-jarig bestaan van Panama (pp. 53-58). Panama - NVORWO - Universiteit Utrecht - SLO.
https://dspace.library.uu.nl/bitstream/handle/1874/347580/Duijzer_etal_2017_Panama35_Greep_op_grafieken.pdf?sequence=1

2016

Scholarly publications

Martel, N., Van den Heuvel-Panhuizen, M., Elia, I., & van den Bos, I. (2016). Kindergartners’ mathematical utterances when they are read a worded or a wordless picture book: An exploratory case study. Mediterranean Journal for Research Mathematics Education, 15, 27-50.

Bakker, M., Van den Heuvel-Panhuizen, M., & Robitzsch, A. (2016). Effects of mathematics computer games on special education students’ multiplicative reasoning ability. British Journal of Educational Technology, 47(4), 633-648. https://doi.org/10.1111/bjet.12249

Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners’ mathematics performance. International Journal of School and Educational Psychology, 36(2), 323-346. https://doi.org/10.1080/01443410.2014.963029

Zhao, X., Van den Heuvel-Panhuizen , M., & Veldhuis, M. (2016). Teachers’ use of classroom assessment techniques in primary mathematics education - An explorative study with six Chinese teachers. International Journal of STEM Education, 3, 1-18. [19]. https://doi.org/10.1186/s40594-016-0051-2
https://dspace.library.uu.nl/bitstream/handle/1874/342266/Zhao_et_al_2016_International_Journal_of_STEM_Education.pdf?sequence=1

Van den Heuvel-Panhuizen , M. (Ed.) (2016). Reflections from inside on the Netherlands Didactic Tradition in Mathematics Education. Abstracts. Freudenthal Instituut, Universiteit Utrecht.
https://dspace.library.uu.nl/bitstream/handle/1874/340527/RME_Reflections_from_inside.pdf?sequence=1

Van den Heuvel-Panhuizen , M. (Ed.) (2016). Reflections from abroad on the Netherlands Didactic Tradition in Mathematics Education. Abstracts. Freudenthal Instituut, Universiteit Utrecht.
https://dspace.library.uu.nl/bitstream/handle/1874/340526/RME_Reflections_from_abroad.pdf?sequence=1

Jupri, A., Drijvers, P. H. M., & Van den Heuvel-Panhuizen , M. (2016). An instrumentation theory view on students’ use of an applet for algebraic substitution. International Journal for Technology in Mathematics Education, 23(2), 63-80. https://doi.org/10.1564/tme_v23.2.02

Jupri, A., Drijvers, P. H. M., & Van den Heuvel-Panhuizen , M. (2016). Learning algebra on screen and on paper: The effect of using a digital tool on students' understanding. In T. Hidayat, A. B. D. Nandiyanto, L. Hasanah, R. Rosjanuardi, A. Jupri, I. R. Suwarma, L. S. Riza, Nahadi, W. Setiawan, & Khairurrijal (Eds.), Proceedings of International Seminar on Mathematics, Science, and Computer Science Education (MSCEIS 2015) (pp. 0600021-0600025). Universitas Pendidikan Indonesia.
https://dspace.library.uu.nl/bitstream/handle/1874/330731/Learning.pdf?sequence=1

Professional publications

Abels, M. J., Van den Heuvel-Panhuizen , M., & Friso-van den Bos, I. (2016). Hoezo formatief toetsen? Het FIzier gericht op ... Euclides, 91(6), 91-92.

Otten, M., Van den Heuvel-Panhuizen , M., & Veldhuis, M. (2016). Lala en de hangmobiel: Redeneren met onbekenden. Volgens Bartjens, 35(4), 8-11.

Blankespoor, R. J., Van den Heuvel-Panhuizen , M., Boom, J., & Veldhuis, M. (2016). Gooien met een dobbelsteen: Redeneren over kans in groep 7. Volgens Bartjens, 35(4), 12-15.

Other output

van Zanten, M. A., & Van den Heuvel-Panhuizen, M. (2016). Gelegenheid tot leren probleemoplossen in huidige reken-wiskundemethodes. Panama-conferentie, Veldhoven, Netherlands.

Veldhuis, M., Van den Heuvel-Panhuizen, M., & Zhao, X. (2016). Supporting primary teachers’ assessment practice in mathematics: Effects on student learning in the Netherlands and Nanjing, China. Paper presented at 13th international congress on mathematical education, Hamburg, Germany.

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.

Blankespoor, R. J., Van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J., & Lindmeier, A. (2016). Teaching probability: A pilot study. Poster session presented at 13th international congress on mathematical education, Hamburg, Germany.

Otten, M., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Heinze, A. (2016). Teaching early algebra: A pilot study. Poster session presented at 13th international congress on mathematical education, Hamburg, Germany.

Van den Heuvel-Panhuizen, M., Abels, M. J., & Friso-van den Bos, I. (2016). Digital Assessment Modules: Percents, Fractions, Metric system, Graphs. Tools for formative assessment developed within the FaSMEd project.

Veldhuis, M., & van den Heuvel - Panhuizen, M. (2016). Beyond Flatland.. Wiskunde in het basisonderwijs. NVvW Studiedag, Veenendaal, Netherlands.

Veldhuis, M., Van den Heuvel-Panhuizen , M., & Zhao, X. (2016). Soutien aux enseignants dans leur pratique d'évaluation en mathématiques : effets sur les compétences des élèves. Paper presented at Colloque international: Évaluation en mathématiques : dispositifs, validités & pratiques, Paris, France. https://evaluationmaths.sciencesconf.org/conference/evaluationmaths/pages/Axe3_Recherche_Veldhuis_van_den_Heuvel_Panhuizen_Zhao.pdf

Van den Heuvel-Panhuizen , M., Friso-van den Bos, I., & Abels, M. J. (2016). Formative assessment in mathematics education by using technology. Paper presented at 13th international congress on mathematical education, Hamburg, Germany.

Friso-van den Bos, I., Veugen, M., & Van den Heuvel-Panhuizen , M. (2016). Formative assessment in mathematics education by primary school teachers. Poster session presented at 8th Expert Meeting on Mathematical Thinking and Learning, Utrecht, Netherlands.

Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2016). Het gebruik van formatieve toetstechnieken bij rekenen-wiskunde in groep 5. Panama-conferentie, Veldhoven, Netherlands.

2015

Scholarly publications

Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2015). Improving classroom assessment in primary mathematics education in the Netherlands. In K. Krainer, & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 375-381).
https://dspace.library.uu.nl/bitstream/handle/1874/328833/CERME9.TWG02.23.papers.Veldhuis.pdf?sequence=1

Van den Heuvel-Panhuizen , M. (2015). It is time to reveal what children with MLD can do, rather than what they cannot. In X. Sun, B. Kaur, & J. Novotná (Eds.), Primary Mathematics Study on Whole Numbers: The Twenty-third ICMI Study Macao, China University of Macau June 3 - 7, 2015 Proceedings (pp. 623). ICMI.
https://dspace.library.uu.nl/bitstream/handle/1874/328047/2.pdf?sequence=1

Peltenburg, M. C., & Van den Heuvel - Panhuizen , M. (2015). Yes, I got them all? Special education students’ ability to solve ICT-based combinatorics problems. In S. J. Cho (Ed.), The proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (pp. 400). Springer Publishers.

Elia, I., & Van den Heuvel-Panhuizen , M. (2015). Mapping kindergartners’ number competence. In X. Sun, B. Kaur, & J. Novotná (Eds.), Conference Proceedings of ICMI Study 23: Primary mathematics study on whole numbers (pp. 177-185). Macau, China.
https://dspace.library.uu.nl/bitstream/handle/1874/367918/elia.pdf?sequence=1

Bakker, M., Van den Heuvel - Panhuizen , M., & Robitzsch, A. (2015). Learning multiplicative reasoning by playing computer games. In X. Sun, B. Kaur, & J. Novotná (Eds.), Conference Proceedings of ICMI Study 23: Primary mathematics study on whole numbers (pp. 282-289). Macau, China.
https://dspace.library.uu.nl/bitstream/handle/1874/367917/bakker.pdf?sequence=1

van Zanten, M., & Van den Heuvel-Panhuizen , M. (2015). Past and current approaches to decimal numbers in Dutch primary school mathematics textbooks. Nordic Studies in Mathematics Education, 20(3-4), 57-82.

Bakker, M., Van den Heuvel-Panhuizen, M., & Robitzsch, A. (2015). Effects of playing mathematics computer games on primary school students' multiplicative reasoning ability. Contemporary Educational Psychology, 40, 55-71. https://doi.org/10.1016/j.cedpsych.2014.09.001

Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2015). Kindergartners’ performance in two types of imaginary perspective-taking. ZDM: The International Journal on Mathematics Education, 47(3), 345-362. https://doi.org/10.1007/s11858-015-0677-4

Bakker, M., Van den Heuvel-Panhuizen, M., & Robitzsch, A. (2015). Longitudinal data on the effectiveness of mathematics mini-games in primary education. British Journal of Educational Technology, 46(5), 999-1004. https://doi.org/10.1111/bjet.12320

Van den Heuvel-Panhuizen, M. (2015). Freudenthal’s Work Continues. In S. J. Cho (Ed.), Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 309-331). Springer International Publishing. https://doi.org/10.1007/978-3-319-17187-6_18

Zhao, X., Van den Heuvel-Panhuizen , M., & Veldhuis, M. (2015). Classroom assessment techniques to assess Chinese students’ sense of division. In X. Sun, B. Kaur, & J. Novotna (Eds.), Primary Mathematics Study on Whole Numbers : The Twenty-third ICMI Study Macao, China University of Macau June 3 - 7, 2015 Proceedings (pp. 496-503). ICMI.
https://dspace.library.uu.nl/bitstream/handle/1874/328042/23.pdf?sequence=1

Jupri, A., Drijvers, P. H. M., & Van den Heuvel-Panhuizen , M. (2015). Improving grade 7 students’ achievement in initial algebra through a technology-based intervention. Digital Experiences in Mathematics Education, 1(1), 28-58. https://doi.org/10.1007/s40751-015-0004-2
https://dspace.library.uu.nl/bitstream/handle/1874/324927/2.pdf?sequence=1

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

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

Veltman, A., & Van den Heuvel-Panhuizen , M. (2015). Rekenen met hele getallen op de basisschool - TAL voor de Pabo. Noordhoff Uitgevers.

Van den Heuvel-Panhuizen , M., Friso - van den Bos, I., & Abels, M. J. (2015). Formatief toetsen: toetsen om wijzer van te worden. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 34, 90-97.

Bakker, M., & Van den Heuvel-Panhuizen , M. (2015). Huiswerk? Nee, minigames! Didactief, 45(4), 43.

Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2015). Het gebruik van formatieve toetstechnieken bij rekenen-wiskunde. Zorgbreed, 47, 22-27.

Friso - van den Bos, I., & Van den Heuvel-Panhuizen , M. (2015). One2Count Evaluatieonderzoek (NRO PPO Kortlopend 405-14-514). Utrecht University.

Popularising publications

Van den Heuvel-Panhuizen , M. (2015). Onze rekenresultaten zijn helemaal niet slecht. De Volkskrant, 21.

Van den Heuvel-Panhuizen , M. (2015). Rekenverhalen. Experiment NL. Wetenschap in Nederland, 83.

Other output

Zhao, X., Van den Heuvel-Panhuizen , M., & Veldhuis, M. (2015). Classroom assessment techniques to assess Chinese students’ sense of division.

Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2015). Het verbeteren van de toetspraktijk bij rekenen-wiskunde: wat brengt het voor de leerling op?. Paper presented at Onderwijs Research Dagen 2015, Leiden, Netherlands.

Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2015). Improving classroom assessment in primary mathematics education. Paper presented at 9th Congress of European Research in Mathematics Education (CERME 9), Prague, Czech Republic.

2014

Scholarly publications

van Zanten, M. A., & Van den Heuvel-Panhuizen, M. (2014). Reflections from the past: A contemporary Dutch primary school mathematics textbook in a historical perspective. In K. Jones, C. Bokhove, G. Howson, & L. Fan (Eds.), Proceedings of the International Conference on Mathematics Textbook Research and Developmenr (pp. 83-88)

Elia, I., Evangelou, K., Hadjittoouli, K., & Van den Heuvel - Panhuizen , M. H. A. M. (2014). A kindergartner’s use of gestures when solving a geometric problem in different spaces of constructed representation. Revista Latinoamericana de Investigación en Matemática Educativa, 17, 199-220.

Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Exploring the feasibility and effectiveness of assessment techniques to improve student learning in primary mathematics education. In C. Nicol, S. Oesterle, P. Liljedahl, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 5, pp. 329-336). PME. http://www.pmena.org/html/proceedings.html
https://dspace.library.uu.nl/bitstream/handle/1874/307423/2.pdf?sequence=1

Jupri, A., Drijvers, P., & van den Heuvel - Panhuizen, M. (2014). The impact of a technology-rich intervention on grade 7 students' skills in initial algebra. In W-C. Yang, M. Majewski, T. D. Alwis, & V. Wahyudi (Eds.), Innovation and technology for mathematics education: Proceedings of the 19th Asian Technology Conference in Mathematics (pp. 152-161). State University of Yogyakarta.

Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students' errors. The Mathematics Enthusiast, 11(3), 555-584.
https://dspace.library.uu.nl/bitstream/handle/1874/306080/Wijaya_7.pdf?sequence=1

Jupri, A., Drijvers, P., & van den Heuvel - Panhuizen, M. (2014). Difficulties in initial algebra learning in Indonesia. Mathematics Education Research Journal, 26(4), 683-710.
https://dspace.library.uu.nl/bitstream/handle/1874/303418/art_3A10.1007_2Fs13394_013_0097_0.pdf?sequence=1

Jupri, A., Drijvers, P., & van den Heuvel - Panhuizen, M. (2014). Student difficulties in solving equations from an operational and a structural perspective. Mathematics Education, 9(1), 39-55.
https://dspace.library.uu.nl/bitstream/handle/1874/303417/d4.pdf?sequence=1

Elia, I., Gagatsis, A., & van den Heuvel - Panhuizen, M. (2014). The role of gestures in making connections between space and shape aspects and their verbal representations in the early years: findings from a case study. Mathematics Education Research Journal, 26(4), 735-761.
https://dspace.library.uu.nl/bitstream/handle/1874/303416/art_3A10.1007_2Fs13394_013_0104_5.pdf?sequence=1

Teppo, A., & van den Heuvel-Panhuizen, M. (2014). Visual representations as objects of analysis: The number line as an example. ZDM: The International Journal on Mathematics Education, 46(1), 45-58. https://doi.org/10.1007/s11858-013-0518-2

van den Heuvel - Panhuizen, M., & Elia, I. (2014). Early childhood mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 196-201). Springer. https://doi.org/10.1007/978-94-007-4978-8_165

van den Heuvel - Panhuizen, M., & Drijvers, P. (2014). Realistic Mathematics Education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 521-525). Springer.

van den Heuvel - Panhuizen, M. (2014). Didactical phenomenology. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 174-176). Springer.

Bakker, M., van den Heuvel-Panhuizen, M., & Robitzsch, A. (2014). First-graders' knowledge of multiplicative reasoning before formal instruction in this domain. Contemporary Educational Psychology, 39(1), 59-73. https://doi.org/10.1016/j.cedpsych.2013.11.001

van Zanten, M., & van den Heuvel - Panhuizen, M. (2014). Freedom of design: The multiple faces of subtraction in Dutch primary school textbooks. In Y. Li, & G. Lappan (Eds.), Mathematics curriculum in school education (pp. 231-259). Springer.

Hodgen, J., & van den Heuvel - Panhuizen, M. (2014). Improving assessment in school mathematics. In P. Andrews, & T. Rowland (Eds.), Masterclass in mathematics education: international perspectives on teaching and learning (pp. 27-38). Bloomsbury.

Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Primary School Teachers' Assessment Profiles in Mathematics Education. PLoS One, 9(1), [86817]. https://doi.org/10.1371/journal.pone.0086817

van den Heuvel - Panhuizen, M., Elia, I., & Robitzsch, A. (2014). Learning mathematics with picture books. In C. Nicol, S. Oesterle, P. Liljedahl, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 5, pp. 313-320). PME.

Other output

Schot, W., Boom, J., de Bordes, P., van den Heuvel - Panhuizen, M., & Leseman, P. (2014). Does using your environment aid the development of proportional reasoning?. Poster session presented at 44th Annual Meeting of The Jean Piaget Society, San Francisco, United States.

de Bordes, P., Schot, W., Boom, J., van den Heuvel - Panhuizen, M., & Leseman, P. (2014). Sensorimotor experiences supporting the development of mechanistic reasoning. Poster session presented at 44th Annual Meeting of The Jean Piaget Society, San Francisco, United States.

Zhao, X., van den Heuvel - Panhuizen, M., & Veldhuis, M. (2014). Chinese Teachers’ First Experience with Classroom Assessment Techniques in Primary Mathematics Education. Paper presented at ICO International Fall School, Blankenberge, Belgium.

Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Making mathematics teachers better assessors: improving student learning in primary education. Paper presented at 15th Conference of the Association for Educational Assessment-Europe, Tallinn, Estonia.

Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Het verbeteren van de toetspraktijk bij rekenen-wiskunde in groep 5. Paper presented at NRO-PROO Conference ‘Mathematics and language in primary education’, Utrecht, Netherlands.

Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Het gebruik van formatieve toetstechnieken bij rekenen-wiskunde in groep 5. Paper presented at Panama Conferentie, Noordwijkerhout, Netherlands.

van den Heuvel - Panhuizen, M., & Bakker, M. (2014). Effecten van Rekenweb-spelletjes bij het leren vermenigvuldigen en delen. Paper presented at Panama Conferentie, Noordwijkerhout, Netherlands.

van den Heuvel - Panhuizen, M., & Bakker, M. (2014). Attitude towards mathematics: Its development in the early primary school years, and its relation with mathematics achievement, gender, and playing mathematics computer games. Paper presented at Sixth Expert Meeting on Mathematical Thinking and Learning, Leiden, Netherlands.

van den Heuvel - Panhuizen, M. (2014). Realistic Mathematics Education: A Dutch approach to teaching mathematics. Paper presented at First Conference Meeting of Korean mathematics teachers supported by the Korea Foundation for the Advancement of Science & Creativity, Daejeon, Korea, Republic of.

van den Heuvel - Panhuizen, M. (2014). Researching mathematics education to inform theory and practice – Two Netherlands research projects as an example. Paper presented at SNU Seminar “Conversations with mathematics educators”, Seoul National University, Seoul, 9 January 2014, Korea, Republic of.

Veldhuis, M., & van den Heuvel - Panhuizen, M. (2014). Exploring the feasibility and effectiveness of classroom assessment techniques in primary mathematics education. Poster session presented at Expert Meeting 2014 - Mathematical Thinking and Learning, Leiden, Netherlands.

Bakker, M., van den Heuvel - Panhuizen, M., & Robitzsch, A. (2014). Attitude ten opzichte van het vak rekenen-wiskunde: Een longitudinaal onderzoek naar de ontwikkeling, en naar de relatie met rekenvaardigheid, sekse en het spelen van rekencomputerspelletjes. Poster session presented at Onderwijs Research Dagen, Groningen, Netherlands.

2013

Scholarly publications

Peltenburg, M. C., van den Heuvel-Panhuizen, M. H. A. M., & Robitzsch, A. (2013). Special education students’ strategies in solving elementary combinatorics problems. In A. M. Lindmeier, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (pp. 9-16)

Veldhuis, M., van den Heuvel-Panhuizen, M. H. A. M., Vermeulen, J. A., & Eggen, T. (2013). Teachers’ use of classroom assessment in primary school mathematics education in the Netherlands. Cadmo, 21(2), 35-53. https://doi.org/10.3280/CAD2013-002004

Kolovou, A., van den Heuvel-Panhuizen, M. H. A. M., & Köller, O. (2013). An Intervention Including an Online Game to Improve Grade 6 Students’ Performance in Early Algebra. Journal for Research in Mathematics Education, 44(3), 510-549. https://doi.org/10.5951/jresematheduc.44.3.0510

van den Heuvel-Panhuizen, M. H. A. M., & Elia, I. (2013). The role of picture books in young children’s mathematics learning. In L. D. English, & J. T. Mulligan (Eds.), Reconceptualizing early mathematics learning (pp. 227-251). (Advances in Mathematics Education; No. 5). Springer.

Bakker, M., van den Heuvel-Panhuizen, M. H. A. M., & Robitzsch, A. (2013). What children know about multiplicative reasoning before being taught. In A. H. A.M. Lindmeier (Ed.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (pp. 49-56). PME.

van Zanten, M. A., & van den Heuvel-Panhuizen, M. H. A. M. (2013). Opportunity-to-learn van aftrekken tot 100 in twee rekenwiskundemethodes. In M. van Zanten (Ed.), Rekenen-wiskunde op niveau. Verslag van de 31e Panama-conferentie gehouden op 31 januari & 1 februari 2013 te Utrecht (pp. 217-236). Panama/Freudenthal Instituut.

van den Heuvel-Panhuizen, M. H. A. M., van Borkulo, S. P., & Robitzsch, A. (2013). Inzicht in tafelsommen - Groot Nationaal Onderzoek naar Rekenen. In M. van Zanten (Ed.), Rekenen-wiskunde op niveau. Verslag van de 31e Panama-conferentie gehouden op 31 januari & 1 februari 2013 te Utrecht (pp. 57-65). Panama/Freudenthal Instituut.

Bakker, M., van den Heuvel-Panhuizen, M. H. A. M., van Borkulo, S. P., & Robitzsch, A. (2013). Effecten van online mini-games op multiplicatieve vaardigheden van leerlingen in groep 4. Pedagogische Studiën, 90(3), 21-36.

van Zanten, M. A., & van den Heuvel-Panhuizen, M. H. A. M. (2013). Opportunity-to-learn van aftrekken tot 100 in twee reken- wiskundemethodes. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 32, 1-13.

van den Heuvel-Panhuizen, M. H. A. M., Kolovou, A., & Robitzsch, A. (2013). Primary school students’ strategies in early algebra problem solving supported by an online game. Educational Studies in Mathematics, 84(3), 281-307. https://doi.org/10.1007/s10649-013-9483-5

Professional publications

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2013). Afhalen of aanvullen. Flexibel aftrekken door zwakke rekenaars. Volgens Bartjens, 33(1), 33-35.

Loomans, H., & van den Heuvel-Panhuizen, M. H. A. M. (2013). Leren met een computerspel. Voorbereiding tafels. JSW : jeugd in school en wereld, 98(3), 40-43.

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2013). Aansluiten bij zwakke rekenaars : aftrekken tot 100: hoe doe je dat? JSW : jeugd in school en wereld, 97(9), 12-15.

Bakker, M., van den Heuvel-Panhuizen, M. H. A. M., & Loomans, H. (2013). Voortbouwen op informele kennis: Een goed rekenbegin. JSW : jeugd in school en wereld, 98(4), 6-9.

Other output

Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2013). Exploring the feasibility and effectiveness of assessment techniques to improve student learning in primary mathematics education.

Veldhuis, M., & Van den Heuvel-Panhuizen , M. (2013). Improving Classroom Assessment: bij rekenen-wiskunde in groep 5 van het basisonderwijs.

Bakker, M., van den Heuvel-Panhuizen, M. H. A. M., & Robitzsch, A. (2013). Knowledge of multiplicative relations before being taught [Abstract]. 10-10. Abstract from 5th Expert Meeting on Mathematical Thinking and Learning, Walferdange, Luxembourg.

Bakker, M., van den Heuvel-Panhuizen, M. H. A. M., & Robitzsch, A. (2013). The effectiveness of mathematics computer games in enhancing primary school students’ multiplicative reasoning ability [Abstract]. 21-22. Abstract from Unknown event.

Veldhuis, M., & van den Heuvel-Panhuizen, M. H. A. M. (2013). Teachers’ mathematics assessment profiles in primary education. Poster session presented at 5th Expert Meeting on Mathematical Thinking and Learning, Walferdange, Luxembourg.

2012

Scholarly publications

van Borkulo, S. P., van den Heuvel-Panhuizen, M. H. A. M., Bakker, M., & Loomans, H. (2012). One mini-game is not like the other: different opportunities to learn multiplication tables. In S. De Wannemacker, S. Vandercruysse, & G. Clarebout (Eds.), Serious games: The challenge (pp. 61-64). Springer.

Bakker, M., Van den Heuvel-Panhuizen, M., van Borkulo, S. P., & Robitzsch, A. (2012). Effects of mini-games for enhancing multiplicative abilities: A first exploration. In S. De Wannemacker, S. Vandercruysse, & G. Clarebout (Eds.), Serious games: The challenge (pp. 53-57). Springer.

Veldhuis, M., & van den Heuvel-Panhuizen, M. H. A. M. (2012). Boekbespreking: Explanatory latent variable modeling of mathematical ability in primary school: crossing the border between psychometrics and psychology. Pedagogische Studiën, 89, 185-188.

van den Heuvel-Panhuizen, M. H. A. M., Kuhne, C., & Lombard, A. P. (2012). The learning pathway for number in the early primary grades. Macmillan.

van den Heuvel-Panhuizen, M. H. A. M. (2012). Forty years of working on mathematics education, seeing mathematics as a human activity for all. In Challenges in basic mathematics education (pp. 56-60). UNESCO.
https://dspace.library.uu.nl/bitstream/handle/1874/272669/Pages%2520from%2520191776e.pdf?sequence=1

Treffers, A., & van den Heuvel-Panhuizen, M. H. A. M. (2012). Lessen uit het verleden - traditionele rekenmethodes en hun leeropbrengsten. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 31(1), 3-13.

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2012). Teacher perceptions of the mathematical potential of students in special education in the Netherlands. European Journal of Special Needs Education, 27(3), 391-407. https://doi.org/10.1080/08856257.2012.701063

van den Heuvel-Panhuizen, M. H. A. M., & Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in Mathematics Education, 14(1), 17-47. https://doi.org/10.1080/14794802.2012.657437

Peltenburg, M. C., van den Heuvel-Panhuizen, M. H. A. M., & Robitzsch, A. (2012). Special education students’ use of indirect addition for solving subtraction problems up to 100. Educational Studies in Mathematics, 79(3), 351-369. https://doi.org/10.1007/s10649-011-9351-0

Professional publications

van den Heuvel-Panhuizen, M. H. A. M., & Loomans, H. (2012). Rekenen met prentenboeken. Jeugd in School en Wereld, 97(2), 32-34.

van den Heuvel-Panhuizen, M. H. A. M., & Buys, K. (2012). Los ninos pequenos aprenden medida y geometria. Correo del Maestro.

van den Heuvel-Panhuizen, M. H. A. M., van den Brink, J., Janssen, C., Hochstenbach, J., Menne, J., de Moor, E. W. A., & Nelissen, J. M. C. (2012). La geometría en preescolar. In M. H. A. M. van den Heuvel-Panhuizen, & K. Buys (Eds.), Los ninos pequenos aprenden medida y geometria (pp. 217-308). Correo del Maestro.

van den Heuvel-Panhuizen, M. H. A. M. (2012). Medida y geometría en la fila. In M. H. A. M. van den Heuvel-Panhuizen, & K. Buys (Eds.), Los ninos pequenos aprenden medida y geometria (pp. 15-20). Correo del Maestro.

Other output

Veldhuis, M., Van den Heuvel-Panhuizen , M., Vermeulen, J. A., & Eggen, T. (2012). Teachers’ use of classroom assessment in primary school mathematics education in the Netherlands. Paper presented at EARLI SIG 1 Conference, Brussels, Belgium, 28-31 August 2012, Brussels, Belgium.

Martel, N., van den Heuvel-Panhuizen, M. H. A. M., & Elia, I. (2012). Picture books with text or without text to learn mathematical language. Poster session presented at EARLI SIG 5 Conference, Utrecht University, the Netherlands, Utrecht.

Martel, N., van den Heuvel-Panhuizen, M. H. A. M., & Elia, I. (2012). Picture books to learn mathematical language. Poster session presented at Troisième "Espace de Travail Mathématique" symposium. Université de Montréal, Canada, Montréal, Canada.

2011

Scholarly publications

Prediger, S., Stehlikova, N., Torbeyns, J., & van den Heuvel-Panhuizen, M. H. A. M. (2011). Introduction to the papers of WG 2: teaching and learning of number systems and arithmetic. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 283-296). European Society for Research in Mathematics Education.

Kolovou, A., & van den Heuvel-Panhuizen, M. H. A. M. (2011). Problem Solving in an ICT environment. In M. Kaldrimidou, & X. Vamvakousi (Eds.), Proceedings of the 4th Conference of the Greek Association for Research in Mathematics Education (pp. 233-242). GARME – University of Ioannina.

Aaten, A. B., van den Heuvel-Panhuizen, M. H. A. M., & Elia, I. (2011). Kindergartners’ perspective taking abilities. In Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 1812-1821). European Society for Research in Mathematics.

van den Heuvel-Panhuizen, M. H. A. M., & Peltenburg, M. C. (2011). A secondary analysis from a cognitive load perspective to understand why an ICT-based assessment environment helps special education students to solve mathematical problems. Mediterranean Journal for Research Mathematics Education, 10(1-2), 23-41.

van den Heuvel-Panhuizen, M. H. A. M., Kolovou, A., & Peltenburg, M. C. (2011). Using ICT to improve assessment. In B. Kaur, & W. K. Yoong (Eds.), Assessment in the mathematics classroom: Yearbook 2011 Association of Mathematics Educators (pp. 165-185). World Scientific and AME.

van den Heuvel-Panhuizen, M. H. A. M., & Elia, I. (2011). Kindergartners’ performance in length measurement and the effect of picture book reading. ZDM: The International Journal on Mathematics Education, 43(5), 621-635. https://doi.org/10.1007/s11858-011-0331-8

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2011). Special education students’ ability in solving subtraction problems up to 100 by addition. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 386-395). European Society for Research in Mathematics.

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2011). How special education teachers think of their students’ mathematical abilities. In B. Ubuz (Ed.), Developing Mathematical Thinking – Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (pp. 377-384). PME.

Hannighofer, J., van den Heuvel-Panhuizen, M. H. A. M., Weirich, S., & Robitzsch, A. (2011). Revealing German primary school students’ achievement in measurement. ZDM: The International Journal on Mathematics Education, 43(5), 651-665. https://doi.org/10.1007/s11858-011-0357-y

Elia, I., Gagatsis, A., Michael, P., Georgiou, A. S., & van den Heuvel-Panhuizen, M. H. A. M. (2011). Kindergartners’ use of gestures in the generation and communication of spatial thinking. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 1842-1851). European Society for Research in Mathematics.

Kolovou, A., & van den Heuvel-Panhuizen, M. H. A. M. (2011). An online game as a learning environment for early algebraic problem solving by upper primary school students. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 2248-2257). European Society for Research in Mathematics Education.

Smith, J. P., van den Heuvel-Panhuizen, M. H. A. M., & Teppo, A. R. (2011). Learning, teaching, and using measurement: introduction to the issue. ZDM: The International Journal on Mathematics Education, 43(5), 617-620. https://doi.org/10.1007/s11858-011-0369-7

Other output

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2011). Afhalen of aanvullen? Flexibel oplosgedrag van sbo-leerlingen bij het aftrekken tot 100. 123-124. Abstract from Unknown event.

Bakker, M., van den Heuvel-Panhuizen, M. H. A. M., & van Borkulo, S. P. (2011). Multiplicatieve vaardigheden in groep 3: Resultaten van een online toets. 15-16. Abstract from Onderwijs Research Dagen, Maastricht.

Bakker, M., van den Heuvel-Panhuizen, M. H. A. M., van Borkulo, S. P., & Robitzsch, A. (2011). Effects of mini-games for enhancing multiplicative abilities: A first exploration. Poster session presented at Poster presented at Serious Games: The challenge, Gent, Belgie.

van Borkulo, S. P., van den Heuvel-Panhuizen, M. H. A. M., & Bakker, M. (2011). One mini-game is not like the other: Different opportunities to learn multiplication tables. Poster session presented at Poster presented at Serious Games: The challenge, Gent, Belgie.

2010

Scholarly publications

Kolovou, A., & van den Heuvel-Panhuizen, M. H. A. M. (2010). Online game-inherent feedback as a way to support early algebraic reasoning. International Journal of Lifelong Education, 20(2), 224-238.

van den Heuvel-Panhuizen, M. H. A. M., & Treffers, A. (2010). Cijfer positieve rekenprestaties niet weg. Tijdschrift voor Orthopedagogiek, 49(2), 53-62.

Elia, I., van den Heuvel-Panhuizen, M. H. A. M., & Georgiou, A. S. (2010). The role of pictures in picture books on children's cognitive engagement with mathematics. European Early Childhood Education Research Journal, 18(3), 125-147.

van den Heuvel-Panhuizen, M. H. A. M. (2010). Aprender de didactikids un impulso para volver a revisar la línea numérica abierta (Segunda parte). Correo del Maestro, 171, 35-44.

van den Heuvel-Panhuizen, M. H. A. M., & Treffers, A. (2010). Cijfer positieve prestaties in rekenen niet weg. Nieuw archief voor wiskunde. Serie 5, 11(2), 120-124.
https://dspace.library.uu.nl/bitstream/handle/1874/315411/120.pdf?sequence=1

van den Heuvel-Panhuizen, M. H. A. M. (2010). Aprender de didactikids un impulso para volver a revisar la línea numérica abierta (Primera parte). Correo del Maestro, 170, 27-44.

Peltenburg, M. C., van den Heuvel-Panhuizen, M. H. A. M., & Robitzsch, A. (2010). ICT-based dynamic assessment to reveal special education students' potential in mathematics. Research Papers in Education, 25(3), 319-334.

Treffers, A., & van den Heuvel-Panhuizen, M. H. A. M. (2010). De rekenmethode telt. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 29(1), 39-44.

van den Heuvel-Panhuizen, M. H. A. M. (2010). Reform under attack - Forty years of working on better mathematics thrown on the scrapheap? No way! In L. Sparrow, B. Kissane, & C. Huirst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (pp. 1-25). MERGA.

van den Heuvel-Panhuizen, M. H. A. M., & Treffers, A. (2010). Reactie op reactie. Tijdschrift voor Orthopedagogiek, 49(2), 73-74.

Professional publications

van den Heuvel-Panhuizen, M. H. A. M. (2010). Introduccion. In Los ninos aprenden mathematicas (pp. 19-26). Correo del Maestro.

van den Heuvel-Panhuizen, M. H. A. M. (2010). Estimacion. In M. van den Heuvel-Panhuizen (Ed.), Los ninos aprenden mathematicas (pp. 297-347). Correo del Masetro.

van den Heuvel-Panhuizen, M. H. A. M. (2010). Los ninos aprenden mathematicas. Correo del Maestro.

Veltman, J., & van den Heuvel-Panhuizen, M. H. A. M. (2010). Rekenen met hele getallen op de pabo. Noordhoff Uitgevers.

van den Heuvel-Panhuizen, M. H. A. M. (2010). Trayectorias de aprendizaje-ensenanza con objetivos intermedios. In M. van den Heuvel-Panhuizen (Ed.), Los ninos aprenden mathematicas (pp. 27-44). Correo del Masetro.

van den Heuvel-Panhuizen, M. H. A. M., van Hoogmoed, A., & de Lange, J. (2010). Muurtjes bouwen. Ongehoord goed. In J. de Lange, & A. Post (Eds.), Talentenkracht Magazine (pp. 104-109). Talentenkracht / Platform Beta Techniek.

van den Heuvel-Panhuizen, M. H. A. M. (2010). Grandes lineas. In M. van den Heuvel-Panhuizen (Ed.), Los ninos aprenden mathematicas (pp. 169-177). Correo del Masetro.

2009

Scholarly publications

Winkelmann, H., & van den Heuvel-Panhuizen, M. H. A. M. (2009). Geschlechtsspezifische mathematische Kompetenzen. In D. Granzer, O. Köller, A. Bremerich-Vos, M. van de Heuvel-Panhuizen, K. Reiss, & G. walther (Eds.), Bildungsstandards Deutsch und Mathematik (pp. 142-156). Beltz Verlag.

Winkelmann, H., & van den Heuvel-Panhuizen, M. H. A. M. (2009). Die Erfassung mathematischen Argumentierens. In D. Granzer, O. Köller, A. Bremerich-Vos, M. van de Heuvel-Panhuizen, K. Reiss, & G. walther (Eds.), Bildungsstandards Deutsch und Mathematik (pp. 157-168). Beltz Verlag.

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 for Research Mathematics Education, 8(2), 31-68.

Peltenburg, M. C., van den Heuvel-Panhuizen, M. H. A. M., & Doig, B. (2009). Mathematical power of special needs pupils: An ICT-based dynamic assessment format to reveal weak pupils’ learning potential. British Journal of Educational Technology, 40(2), 273-284.

van den Heuvel-Panhuizen, M. H. A. M., van den Boogaard, S. A. A., & Doig, B. (2009). Picture books stimulate the learning of mathematics. Australian Journal of Early Childhood, 34(3), 30-39.

Kolovou, A., van den Heuvel-Panhuizen, M. H. A. M., & Elia, I. (2009). An online ICT environment to support and assess primary school students' solving of non-routine puzzle-like mathematical word problems. In M. Kaldrimidou, H. Sakonidis, & M. Tzekaki (Eds.), Proceedings of the 33th Conference of the International Group for the Psychology of Mathematics Education (pp. 385-392). PME.

van den Heuvel-Panhuizen, M. H. A. M., & Treffers, A. (2009). Mathe-didactical reflections on young children’s understanding and application of subtraction-related principles. Mathematical Thinking and Learning, 11(1-2), 102-112.

Granzer, G., Köller, O., Bremerich-Vos, A., van den Heuvel-Panhuizen, M. H. A. M., Reiss, K., & Walther, G. (2009). Bildungsstandards Deutsch und Mathematik. Beltz Verlag.

van den Heuvel-Panhuizen, M. H. A. M. (2009). Hoe rekent Nederland? Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 28(1), 21-41.

van den Heuvel-Panhuizen, M. H. A. M., Robitzsch, A., Treffers, A., & Köller, O. (2009). Large-scale assessment of change in student achievement: Dutch primary school students' results on written division in 1997 and 2004 as an example. Psychometrika, 74(2), 351-365.

van den Heuvel-Panhuizen, M. H. A. M. (2009). Tools and settings supporting mathematics teachers’ learning in and from practice. In R. Even, & D. L. Ball (Eds.), The Professional Education and Development of Teachers of Mathematics: The 15th ICMI Study (pp. 185-209). Springer.

Elia, I., van den Heuvel-Panhuizen, M. H. A. M., & Kolovou, A. (2009). Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics. ZDM: The International Journal on Mathematics Education, 41(3), 605-618. http://springerlink.metapress.com/content/590qt31822828j67/fulltext.html

Professional publications

Kolovou, A., & van den Heuvel-Panhuizen, M. H. A. M. (2009). Hoeveel probleemoplossingsopgaven zitten er in onze reken-wiskunde methoden? In M. van Zanten (Ed.), Doorgaande ontwikkelingen rekenen-wiskunde, verslag van de 26ste Panama-conferentie (pp. 101-106). UU FIsme.

van den Heuvel-Panhuizen, M. H. A. M., & Kolovou, A. (2009). Puzzelachtige verhaaltjessommen. Een ICT-omgeving om het oplossen van puzzelachtige verhaaltjessommen te toetsen en te leren. Volgens Bartjens, 28(3), 22-26.

van den Heuvel-Panhuizen, M. H. A. M. (2009). Onbekend maakt onbemind. Nieuw archief voor wiskunde. Serie 5, 10(3), 168-169.
https://dspace.library.uu.nl/bitstream/handle/1874/314091/168.pdf?sequence=1

van den Heuvel-Panhuizen, M. H. A. M. (2009). El uso didáctico de modelos en la Educación Matemática Realista: Ejemplo de una trayectoria longitudinal sobre porcentaje (Primera parte). Correo del Maestro, 160, 36-44.

van den Heuvel-Panhuizen, M. H. A. M. (2009). El uso didáctico de modelos en la Educación Matemática Realista: Ejemplo de una trayectoria longitudinal sobre porcentaje (Segunda parte). Correo del Maestro, 161, 20-36.

van den Heuvel-Panhuizen, M. H. A. M. (2009). Hoe rekent Nederland? Nieuwe Wiskrant, 28(4), 8-15.

Treffers, A., & van den Heuvel-Panhuizen, M. H. A. M. (2009). Rekenen toen en nu. Mensenkinderen, 117, 3-6.

Popularising publications

van den Heuvel-Panhuizen, M. H. A. M., & Treffers, A. (2009). Feit en fictie in de rekendiscussie. Volkskrant. http://www.volkskrant.nl/archief_gratis/article1168489.ece/Feit_en_fictie_in_de_rekendiscussie

Other output

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2009). ICT-based dynamic assessment in special education. 484-484. Abstract from Poster presentation at 33th Conference of the International Group for the Psychology of Mathematics Education (PME), Thessaloniki, Greece.

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2009). 'What's in between?' An ICT-based investigation of numberline strategies in special education. 485-485. Abstract from 33rd Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece.

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2009). Enriching assessment with an optional auxiliary tool to reveal special needs students' potential in mathematics. Abstract from 13th Biennal meeting of the Eur. Ass. for Research on Learning and Instruction, Amsterdam.

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2009). ICT-based dynamic assessment in special education. Poster session presented at Poster presentation at 33th Conference of the International Group for the Psychology of Mathematics Education (PME), Thessaloniki, Greece.

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2009). 'What's in between?' An ICT-based investigation of numberline strategies in special education. Poster session presented at Poster presented at the 33rd Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece.

Kolovou, A., & van den Heuvel-Panhuizen, M. H. A. M. (2009, Aug 25). An online ICT environment to support and assess primary school students' solving of non-routine puzzle-like mathematical word problems. EARLI, VU Amsterdam.

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2009). Dynamisch toetsen in een ICT-omgeving voor een completer beeld van het reken-wiskundig leerpotentieel van sbo-leerlingen. Poster session presented at Posterpresentatie op de Onderwijs Research Dagen 2009, Leuven.

van den Heuvel-Panhuizen, M. H. A. M. (2009). Hoe rekent Nederland? Freudenthal Instituut voor Didactiek van Wiskunde en Natuurwetenschappen (FIsme), Universiteit Utrecht.
https://dspace.library.uu.nl/bitstream/handle/1874/36615/VdHeuvel-oratie-compleet_DEF2dr.pdf?sequence=1

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2009). Enriching assessment with an optional auxiliary tool to reveal special needs students' potential in mathematics. Poster session presented at Poster presented at the Eur. Ass. for Research on Learning and Instruction, Amsterdam.

Kolovou, A., van den Heuvel-Panhuizen, M. H. A. M., & Elia, I. (2009). An ICT environment to support and assess students' problem-solving processes and performance in non-routine number puzzle-like word problems. Poster session presented at Poster presented at CERME 6, sixth conference of the European Society for Research in Mathematics Education, Lyon.

van den Heuvel-Panhuizen, M. H. A. M. (2009). Hoe rekent Nederland? Universiteit Utrecht.

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2009). Dynamisch toetsen in een ICT-omgeving voor een completer beeld van het reken-wiskundig leerpotentieel van sbo-leerlingen. 249-250. Abstract from Onderwijs Research Dagen 2009, Leuven.

2008

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M. (2008). Learning from “didactikids” – an impetus for revisiting the empty number line. Mathematics Education Research Journal, 20(3), 6-31.

van den Heuvel-Panhuizen, M. H. A. M., & Romberg, T. A. (2008). TSG 27: Research and development in assessment and testing in Mathematics Education. In M. Niss (Ed.), ICME-10 2004 Proceedings (pp. 412-416). IMFUFA, Department of Science, Systems and Models, Roskilde University.

van den Heuvel-Panhuizen, M. H. A. M., & Köller, O. (2008). Challenging assessment - Book of abstracts of the Fourth Biennal Earli-Northumbria Assessment Conference 2008. IQB, Humboldt University.

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 (Ed.), Research in Mathematics Education (pp. 175-190). School of Social Sciences and Sciences of Education, University of Cyprus.

van den Heuvel-Panhuizen, M. H. A. M., & Buijs, K. (2008). Young children learn measurement and geometry. A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary schools. Sense Publishers.

van den Heuvel-Panhuizen, M. H. A. M. (2008). Children learn mathematics. A learning-teaching trajectory with intermediate attainment targets for calculation with whole numbers in primary school. Sense Publishers.

Teppo, A. R., & van den Heuvel-Panhuizen, M. H. A. M. (2008). Qualitative research methods: mathe-didactical analysis of task design. In O. Figueras, S. Cortina, T. Alatorre, A. Rojano, & A. Sepulveda (Eds.), Proceedings of the joint Conference PME32-PMENAXXX (pp. 205-208)

Winkelmann, H., van den Heuvel-Panhuizen, M. H. A. M., & Robitzsch, A. (2008). Gender differences in the mathematics achievements of German primary school students: Results from a German large-scale study. ZDM: The International Journal on Mathematics Education, 40(4), 601-616.

van den Heuvel-Panhuizen, M. H. A. M., & van den Boogaard, S. A. A. (2008). Picture books as an impetus for kindergartners' mathematical thinking. Mathematical Thinking and Learning, 10(4), 341-373.

Professional publications

van den Heuvel-Panhuizen, M. H. A. M., & Peltenburg, M. C. (2008). Rubriek Interactie. Er is te veel onbenut talent in het speciaal basisonderwijs. Volgens Bartjens, 27(3), 11-11.

van den Heuvel-Panhuizen, M. H. A. M., Peltenburg, M. C., & Menne, J. J. M. (2008). Ontwikkelingsruimte voor zwakke rekenaars. Tijdschrift voor Remedial Teaching, 16(5), 18-21.

van den Heuvel-Panhuizen, M. H. A. M. (2008). Educatión matemática en los Países Bajos: Un recorrido Guiado. Correo del Maestro, 13(149), 23-55.

van den Heuvel-Panhuizen, M. H. A. M., & Kolovou, A. (2008). Puzzelachtige verhaaltjessommen. Een ICT-omgeving om het oplossen van puzzelachtige verhaaltjessommen te toetsen en leren. Volgens Bartjens, 28(3), 22-26.

Other output

Kolovou, A., Bakker, A., & van den Heuvel-Panhuizen, M. H. A. M. (2008). Hoeveel probleemoplossen zit erin onze reken-wiskundemethodenl?. Paper presented at Werkgroep op de 26ste Panamaconferentie, Noordwijkerhout.

van den Boogaard, S. A. A., & van den Heuvel-Panhuizen, M. H. A. M. (2008). Assessing mathematical abilities of kindergartners: possibilities of a group-administered multiple-choice test. Paper presented at Presentatie op de Fourth Biennam EARLI/Northumbria Assessent Conference (28 augustus 2008), Berlijn.

Peltenburg, M. C., & van den Heuvel-Panhuizen, M. H. A. M. (2008). Mathematical power of special needs students. 142. Abstract from EARLI/Northrumbria Assessment Conference 2008. http://www.iqb.hu-berlin.de/veranst/enac2008/dateien/ENAC_AbstractBo.pdf

van den Heuvel-Panhuizen, M. H. A. M. (2008). Hoe wiskundig is ons reken-wiskundeonderwijs op de basisschool?. Paper presented at Plenaire lezing op de 26ste Panamaconferentie, Noordwijkerhout.

van den Boogaard, S. A. A., & van den Heuvel-Panhuizen, M. H. A. M. (2008). Keys for using picture books to support kindergarner' learning of mathematics. 36-36. Abstract from Unknown event.

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. Paper presented at Paper at ISDDE Conference 2008: Linking design research to professional educational design (5 pp.), Egmond aan Zee.

van den Heuvel-Panhuizen, M. H. A. M. (2008). Hoe wiskundig is ons reken-wiskundeonderwijs op de basisschool?. Paper presented at Plenaire lezing op de Nationale Rekendagen, Noordwijkerhout.

2007

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M., Scherer, P., & van den Boogaard, S. A. A. (2007). A Picture Book as a Prompt for Mathematical Thinking by Kindergartners: When Gaby was read >Being fifth< In GDM (Hrsg.), Beitrage zum Mathematikunterricht 2007 (pp. 831-834)

Scherer, P., van den Heuvel-Panhuizen, M. H. A. M., & van den Boogaard, S. A. A. (2007). Einsatz des Bilderbuchs "Fünfter sein" bei Kindergartenkinderen - Erste Ergebenisse eines interntaionalen Vergleichs. In GDM (Hrsg.), Beitrage zum Mathematikunterricht 2007 (pp. 921-924). Franzbecker.

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.

van den Heuvel-Panhuizen, M. H. A. M. (2007). Changes in purpose, content and format: Trends in assessment in mathematics education. In B. Choksi, & C. Natarajan (Eds.), The epiSTEME reviews (pp. 241-266). Macmillan.

van den Heuvel-Panhuizen, M. H. A. M. (2007). Teaching-to-the-test, or: Do assessment items have didactical potential? Two mini-experiments. In K. Möller, P. Hanke, C. Beinbrech, A. K. Hein, T. Kleickmann, & R. Schages (Eds.), Qualität von Grundschulunterricht Entwickeln, Erfassen und Bewerten. Jahresbuch Grundschulforschung (pp. 87-90). Verlag für Sozialwissenschaften.

Professional publications

van den Heuvel-Panhuizen, M. H. A. M., Walther, G., Granzer, D., & Köller, O. (2007). Bildungsstandards für die Grundschule: Mathematik konkret. Cornelsen Verlag.

van den Heuvel-Panhuizen, M. H. A. M., Granzer, D., & Köller, O. (2007). Bildungsmonitoring und Lernstandsbestimmung. In G. Walther, M. van den Heuvel-Panhuizen, D. Granzer, & O. Köller (Eds.), Bildungsstandards für die Grundschule: Mathematik konkret (pp. 184-202). Cornelsen Verlag.

van den Heuvel-Panhuizen, M. H. A. M. (2007). Nicht nur die Antworten zählen. Wege zu einer veränderten testkultur. Die Grundschulzeitschrift, 21(Heft 207), 10-12.

Other output

van den Boogaard, S. A. A., & van den Heuvel-Panhuizen, M. H. A. M. (2007). Identifying characteristics of picture books that support the learning of mathematics by kindergartners. 267-268. Abstract from Unknown event, Asilomar, USA.

van den Heuvel-Panhuizen, M. H. A. M., & Teppo, A. (2007). Tasks, teaching sequences, longitudinal trajectories: about micro didactics and macro didactics. 293-293. Abstract from PME, Seoul.

van den Boogaard, S. A. A., & van den Heuvel-Panhuizen, M. H. A. M. (2007). Het identificeren van kenmerken van prentenboeken die leren van wiskunde door kleuters ondersteunen. 225-226. Abstract from Onderwijs Research Dagen, Groningen.

2006

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M., Granzer, D., Robitzsch, A., Böhme, K., & Winkelmann, H. (2006). Getting a picture of reaching the Bildungsstandards in Germany. In L. Mc Dowell (Ed.), Assessment for Excellence - Northumbria (pp. 9-13). Northumbria University.

van den Boogaard, S. A. A., & van den Heuvel-Panhuizen, M. H. A. M. (2006). Finding instructive characteristics of picture books that support the learning of mathematics. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education – Mathematics in the centre (pp. 428-428). PME.

van den Heuvel-Panhuizen, M. H. A. M. (2006). Flickproblem och pojkproblem. In J. Boesen, G. Emanuelsson, A. Wallby, & K. Wallby (Eds.), Lära och undervisa matematik - internationella perspektiv (pp. 139-154). Nationellt Centrum för Matematikutbildning.

Professional publications

van den Heuvel-Panhuizen, M. H. A. M. (2006). Leistungsmessung Paradox? Mit Kindern Multiple-Choice-Aufgaben entwickeln. Grundschule, 38(5). http://opvoedendoejezo.kro.nl/Item.aspx?ItemID=1108

van den Heuvel-Panhuizen, M. H. A. M. (2006). Wie groß muss der Teppich sein? Erfahrungen mit Bildungsstandards und Leistungsmessug aus den Niederlanden. Grundschule, 38(5), 14-17.

Other output

van den Heuvel-Panhuizen, M. H. A. M. (2006). Getting a picture of reaching the Bildungsstandards in Germany. Paper presented at Symposium organized at the Third Biennial Joint Northumbria/EARLI SIG Assessment Conference.

van den Heuvel-Panhuizen, M. H. A. M. (2006). Teaching-to-the-test – or: Do assessment items have didactical potential?. Paper presented at Paper presentation at the DGfE Jahrestagung Grundschulforschung at the Westfälische Wilhelms–Universität Münster, Münster, Deutschland.

Novotná, J., Hospesova, A., Pitta-Pantazi, D., Neubrand, M., Neubrand, J., & van den Heuvel-Panhuizen, M. H. A. M. (2006). P-TEAM Primary Teachers’ Enhancement of Assessing Mathematics. Proposal submitted to Socrates Programme Comenius 2.1. Charles University.

van den Boogaard, S. A. A., & van den Heuvel-Panhuizen, M. H. A. M. (2006). Finding instructive characteristics of picture books that support the learning of mathematics. Paper presented at Poster presented at the 30th Conference of the International Group for the Psychology of Mathematics Education (PME), Prague.

van den Heuvel-Panhuizen, M. H. A. M. (Author), & van den Boogaard, S. A. A. (Author). (2006). Wis en waarachtig! Wiskunde leren met prentenboeken. Website behorende bij het KRO programma "Opvoeden doe je zo!". Web publication/site, KRO. http://opvoedendoejezo.kro.nl/Item.aspx?ItemID=1108

van den Heuvel-Panhuizen, M. H. A. M. (2006). Assessment items as a bridge between standards and education: Teaching-to-the-test as a quality test and a source for item improvement. Paper presented at Powerpoint presentation in the Symposium “Getting a picture of reaching the Bildungsstandards in Germany” at the Third Biennial Joint Northumbria/EARLI SIG Assessment Conference, Durham, UK.

2005

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M. (2005). Measurement and geometry in line. In M. van den Heuvel-Panhuizen, & K. Buys (Eds.), Young children learn measurement and geometry. A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary school (pp. 9-14). Freudenthal Institute / SLO.

van den Heuvel-Panhuizen, M. H. A. M. (2005). Children's perspectives of the mathematics classroom. In J. Novotná (Ed.), International Symposium Elementary Maths Teaching (pp. 23-33). Charles University, Faculty of Education.

van den Heuvel-Panhuizen, M. H. A. M. (2005). More space for geometry in primary school – A learning-teaching trajectory as a new impulse (Chinese translation). In Proceedings of the “2005 Educational Research Conference NAER” (pp. 153-160). National Academy for Education Research.

van den Heuvel-Panhuizen, M. H. A. M., & Wijers, M. M. (2005). Mathematics standards and curricula in the Netherlands. Zentralblatt für Didaktik der Mathematik, 37(4), 287-307.

van den Heuvel-Panhuizen, M. H. A. M., van den Brink, F. J., Janssen, C., Hochstenbach, J., Menne, J. J. M., de Moor, E. W. A., & Nelissen, J. M. C. (2005). Geometry in Grades 1 and 2. In M. van den Heuvel-Panhuizen, & K. Buys (Eds.), Young children learn measurement and geometry. A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary school (pp. 227-326). Freudenthal Institute / SLO.

Lombard, A. P., Kühne, C., & van den Heuvel-Panhuizen, M. H. A. M. (2005). Interviewing foundation phase teachers to assess their knowledge about the development of children’s early number strategies. In H.L. Chick, & J.L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (pp. 321). PME.

Kühne, C., van den Heuvel-Panhuizen, M. H. A. M., & Ensor, P. (2005). Learning and Teaching Early Number: Teachers’ Perceptions. In H.L. Chick, & J.L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (pp. 217-224). PME.

van den Heuvel-Panhuizen, M. H. A. M. (2005). Realistic Mathematics Education as work in progress (Chinese translation). In Proceedings of the “2005 Educational Research Conference NAER” (pp. 122-144). National Academy for Education Research.

Davis, L., Clarke, D., & van den Heuvel-Panhuizen, M. H. A. M. (2005). How Unusual is the Gender Specificy of Mathematical Test Item Types Reported for Dutch Primary School Students. In Ph. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Piece, & A. Roche (Eds.), Building Connections: Research, Theory and Practice (Proceedings of the Annual Conference held at RMIT, Melbourne, 7th-9th July 2005) (pp. 281-288). MERGA Inc.

Cranfield, C., Kühne, C., van den Heuvel-Panhuizen, M. H. A. M., Ensor, P., & Lombard, A. P. (2005). Exploring the strategies used by grade 1 to 3 children through visual prompts, symbols and worded problems: a case for a learning pathway for number. In H.L. Chick, & J.L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (pp. 273-280). PME.

van den Heuvel-Panhuizen, M. H. A. M. (2005). The role of contexts in assessment problems in mathematics (Chinese translation). In Proceedings of the “2005 Educational Research Conference NAER” (pp. 36-48). National Academy for Education Research.

van den Heuvel-Panhuizen, M. H. A. M. (2005). Can scientific research answer the 'what' question of mathematics education? Cambridge Journal of Education, 35(1), 35-53. http://www.fi.uu.nl/publicaties/literatuur/6593.pdf

van den Heuvel-Panhuizen, M. H. A. M. (2005). The role of contexts in assessment problems in mathematics. For the Learning of Mathematics, 25(2), 2-9 + 23.

van den Heuvel-Panhuizen, M. H. A. M., Veltman, A., Janssen, C., & Hochstenbach, J. (2005). Geometry in Kindergarten 1 and 2. In M. van den Heuvel-Panhuizen, & K. Buys (Eds.), Young children learn measurement and geometry. A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary school (pp. 145-226). Freudenthal Institute / SLO.

van den Heuvel-Panhuizen, M. H. A. M., & Buys, K. (2005). Young children learn measurement and geometry. A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary school. Freudenthal Institute / SLO.

Gravemeijer, K. P. E., van Galen, F. H. J., Boswinkel, J. G. H., & van den Heuvel-Panhuizen, M. H. A. M. (2005). Semi-informatal routines as alternatives for standard algorithms in primary school. In A. McIntosh, & L. Sparrow (Eds.), Beyond Written Computation (pp. 126-136). MASTEC-Edith Cowan University.

Professional publications

van den Heuvel-Panhuizen, M. H. A. M. (2005). Twee 'didactikids' over de lege getallenlijn - Freudenthals observaties als inspiratiebron -. In H. ter Heege, T. Goris, R. Keijzer, & L. Wesker (Eds.), Freudenthal 100 (pp. 83-89). Freudenthal instituut.

Other output

van den Heuvel-Panhuizen, M. H. A. M. (2005). More space for geometry in primary school – A learning-teaching trajectory as a new impulse. Paper presented at Paper presented at the Conference "Authentic Science and Mathematics (Teacher) Education in the Netherlands and Taiwan", National Hsinchu University of Education, November 7-11, 2005, Hsinchu, Taiwan.

van den Heuvel-Panhuizen, M. H. A. M., de Goeij, E. T. J., & Oonk, W. (2005). Verslag van de 'ICMI Study 15' conferentie. Paper presented at Congresverslag van de 'ICMI Study 15' conferentie.

Kühne, C., Lombard, A. P., van den Heuvel-Panhuizen, M. H. A. M., Ensor, P., & Cranfield, C. (2005). A Learning Pathway for Number as a Guide to Instructional Programme Design. Paper presented at Paper presented at the South African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) 13th Annual Conference, 10-13 January 2005, Windhoed, Namibia.

van den Heuvel-Panhuizen, M. H. A. M. (2005). Mehr Raum für Geometrie in der Grundschule. Paper presented at Paper presented at the "15. Symposium Mathe 2000: Geometrie in den Klassen 1 - 6 und im Kindergarten", held at the Fachbereich Mathematik, IEEM, Universität Dortmund, 23 September 2005, Dortmund.

Cranfield, C., Kühne, C., Powell, G., van den Heuvel-Panhuizen, M. H. A. M., Ensor, P., Lombard, A. P., & Jaffer, S. (2005). How grade 1 to 3 children learn, understand and solve early number problems. Paper presented at Paper presented at the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) 13th Annual Conference, 10-13 January 2005, Windhoed, Namibia.

van den Boogaard, S. A. A., & van den Heuvel-Panhuizen, M. H. A. M. (2005). Assessment in kindergarten classes: experiences from assessing competences in three domains. Paper presented at Symposium georganiseerd op de Fourth Biennal EARLI/Northumbria Assessement Conference (28 augustus 2008), Berlijn.

van den Heuvel-Panhuizen, M. H. A. M., & de Goeij, E. T. J. (2005). Offering primary school teachers a multi-approach experience-based learning settig to become a mathematics coordinator in their school.. Paper presented at ICMI Study 15, Brazilië.

van den Heuvel-Panhuizen, M. H. A. M. (Author), & Buys, K. (Author). (2005). Young children learn measurement and geometry. A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary school (Videoproductie behorende bij Van den Heuvel-Panhuizen & Buys, 2005). Digital or Visual Products, Freudenthal Institute / SLO.

van den Heuvel-Panhuizen, M. H. A. M., & de Goeij, E. (2005). Offering primary school teachers a multi-approach experience-based learning setting to become a mathematics coordinator in their school. Paper presented at Paper published on internet, accepted for ICMI Study 15 Conference, 15-21 May 2005, Águas de Lindóia, Brazil. http://stwww.weizmann.ac.il/G-math/ICMI/vdHeuvel_Marja_ICMI15_prop.doc

2004

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M. (2004). Shifts in understanding - the didactical use of models in mathematics education. In H-W. Henn, & W. Blum (Eds.), Pre-Conference Volume ICMI Study 14 - Applications and Modelling in Mathematics Education (pp. 285-290). Universität Dortmund.

van den Heuvel-Panhuizen, M. H. A. M. (2004). Girls' and boys' problems: Gender differences in solving problems in primary school mathematics in the Netherlands. In B. Clarke, D. M. Clarke, G. Emanuelsson, B. Johansson, D. V. Lambdin, F. K. Lester, A. Wallby, & K. Wallby (Eds.), International perspectives on learning and teaching mathematics (pp. 237-252). NCM.

van den Heuvel-Panhuizen, M. H. A. M. (2004). Developing assessment problems on percentage. In T. A. Romberg (Ed.), Standard-based mathematics assessment in middle school: Rethinking classroom practice. (pp. 83-99). Teachers College Press.

van den Heuvel-Panhuizen, M. H. A. M., & Bodin-Baarends, C. (2004). All or nothing: Problem solving by high achievers in mathematics. Journal of the Korea Society of Mathematical Education, 8(3), 115-121. http://www.fi.uu.nl/publicaties/literatuur/6500.pdf

Gravemeijer, K. P. E., van Galen, F. H. J., Boswinkel, J. G. H., & van den Heuvel-Panhuizen, M. H. A. M. (2004). Semi-informal routines as alternatives for standard algorithms in primary school. In A. McIntosh, & L. Sparrow (Eds.), Beyond Written Computation (pp. 126-136). MASTEC-Edith Cowan University.

Professional publications

van den Heuvel-Panhuizen, M. H. A. M. (2004). Meetkunde, het vergeten vak van de basisschool. In K. Groenewegen (Ed.), Nationale Rekendagen 2004 een praktische terugblik. Artikelen Achtergrondinformatie NRD 2004 (pp. 9-14). Freudenthal Instituut, Rekennet.

van den Heuvel-Panhuizen, M. H. A. M., & Buys, K. (2004). Jonge kinderen leren meten en meetkunde. Tussendoelen annex Leerlijnen. Wolters-Noordhoff.

van den Heuvel-Panhuizen, M. H. A. M., van den Brink, F. J., Janssen, C., Hochstenbach, M. E., Menne, J. J. M., de Moor, E. W. A., & Nelissen, J. M. C. (2004). Meetkunde in groep 3 en 4. In M. H. A. M. van den Heuvel-Panhuizen, & K. Buys (Eds.), Jonge kinderen leren meten en meetkunde. Tussendoelen Annex Leerlijnen (pp. 227-326). Wolters-Noordhoff.

van den Heuvel-Panhuizen, M. H. A. M., & Bodin-Baarends, C. (2004). Alles of niets Probleem oplossen door goede rekenaars. Volgens Bartjens, 24(2), 12-14.

van den Heuvel-Panhuizen, M. H. A. M., de Moor, E. W. A., & Nelissen, J. M. C. (2004). Meten en meetkunde in lijn gebracht. In M. H. A. M. van den Heuvel-Panhuizen, & K. Buys (Eds.), Jonge kinderen leren meten en meetkunde. Tussendoelen Annex Leerlijnen. (pp. 9-14). Wolters-Noordhoff.

van den Heuvel-Panhuizen, M. H. A. M., Veltman, J., Janssen, C., & Hochstenbach, M. E. (2004). Meetkunde in groep 1 en 2. In M. H. A. M. van den Heuvel-Panhuizen, & K. Buys (Eds.), Jonge kinderen leren meten en meetkunde. Tussendoelen Annex Leerlijnen. (pp. 145-226). Wolters-Noordhoff.

Other output

van den Heuvel-Panhuizen, M. H. A. M. (Author), & Buys, K. (Author). (2004). Jonge kinderenleren meten en meetkunde. Tussendoelen annex leerlijnen. Digital or Visual Products, Wolters-Noordhoff.

van den Heuvel-Panhuizen, M. H. A. M. (2004). Ondersteuning wiskundige begripsontwikkeling bij kleuters door prentenboeken. Freudenthal instituut.

van den Heuvel-Panhuizen, M. H. A. M., & Keijzer, R. (2004). Competentieontwikkeling didactiek rekenen-wiskunde leraren basisonderwijs. Freudenthal instituut.

van den Heuvel-Panhuizen, M. H. A. M. (2004). The context matters: The role of contexts in assessment problems in mathematics. Paper presented at Paper presented at NCTM Research Presession, Philidelphia, PA.

van den Heuvel-Panhuizen, M. H. A. M. (2004). Coming to know what students know - classroom assessment in primary school mathematics education. Freudenthal instituut.

van den Heuvel-Panhuizen, M. H. A. M. (2004, Dec 8). Count One Count All Numeracy Test A/B/C/D for Grades 1-3, Cape Town. SDU University of Cape Town.

2003

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M. (2003). On the search for gender-related differences in Dutch primary mathematics education. In N. A. Pateman, B. Dougherty, & J. Zilliox (Eds.), Proceedings of the 2003 joint meeting of PME and PMENA (pp. 323-330). CRDG.

van den Heuvel-Panhuizen, M. H. A. M. (2003). The learning paradox and the learning miracle: thoughts on primary school mathematics education. Zentralblatt für Didaktik der Mathematik, 24(2), 96-121.

de Goeij, E. T. J., & van den Heuvel-Panhuizen, M. H. A. M. (2003). Meisjes-jongens Praktijkproject voor Rekencoordinatoren 2. Unknown Publisher.

van den Heuvel-Panhuizen, M. H. A. M. (2003). Towards a didactic model for assessment design in mathematics education. In A. J. E. A. Bishop (Ed.), Second international handbook of mathematics education (pp. 689-716). Kluwer Academis Publishers.

van den Heuvel-Panhuizen, M. H. A. M. (2003). The didactical use of models in realistic mathematics education. Educational Studies in Mathematics, 54(1), 9-35. http://www.kluweronline.com/article.asp?J=4657&I=60&A=2

van den Heuvel-Panhuizen, M. H. A. M., & de Goeij, E. T. J. (2003). Rekencoordinatoren in de basisschool. Panama-Post - Reken-wiskundeonderwijs: onderzoek, ontwikkeling, praktijk, 21(3), 3-20.

van den Heuvel-Panhuizen, M. H. A. M. (2003). Paper-and-pencil assessment that provides footholds for further instruction needs to break with a number of taboos in assessing mathematical knowledge. Quadrante, 12(1), 21-36.

Ensor, P., & van den Heuvel-Panhuizen, M. H. A. M. (2003). Researching the teaching and learning of number in the foundation phase in the five South African primary schools within an inservice intervention context. Unknown Publisher.

van den Heuvel-Panhuizen, M. H. A. M. (2003). Guides for didactical decision making in primary school mathematics education. In Skriftserie for Nasjonalt Senter for Matematikk i Opplaeringen (pp. 139-152)

Professional publications

van den Heuvel-Panhuizen, M. H. A. M. (2003). Classroom assessment in mathematics education. Freudenthal instituut.

Buys, C., van Kassel, D., & van den Heuvel-Panhuizen, M. H. A. M. (2003). NCRC Module Hoofdrekenen. Freudenthal Instituut / SLO.

Other output

van den Heuvel-Panhuizen, M. H. A. M. (2003). Girls and boys problems. Teacher material. Paper presented at the midsummer world mathematics education conference, Gothenburg, Sweden.

van den Heuvel-Panhuizen, M. H. A. M. (2003). Girls and boys problems: gender differences in solving problems in priamry school mathematics in the Netherlands. Paper presented at Midsummer world mathematics education conference, Gotenburg, Sweden.

de Goeij, E. T. J. (Author), van den Heuvel-Panhuizen, M. H. A. M. (Author), & Jonker, V. H. (Author). (2003). Webcasus interactie. Software

2002

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M. (2002). A learning-teaching trajectory description as a hold for mathematics teaching in primary schools in the Netherlands. In M. Tzekaki (Ed.), Didactics of Mathematics and Informatics in Education. 5th Panhellenic Conference with International Participation (pp. 21-39). Aristotle University of Thessaloniki.

van den Heuvel-Panhuizen, M. H. A. M. (2002). The need for a didactic-based model for assessment design in mathematics education. In D.Edge, & Y. Ban Har (Eds.), Mathematics education for a knowledge-based era. Proceedings of second east asia regional conference on mathematics education and ninth southeast asian conference on mathematics education (pp. 17-28). NIE.

van den Heuvel-Panhuizen, M. H. A. M. (2002). Towards a didactic-based model for assessment design in mathematics education. In Fou Lai Lin (Ed.), Common sense in mathematics education (pp. 165-184). National Taiwan Normal University.

van den Heuvel-Panhuizen, M. H. A. M. (2002). From core goals to learning-teaching trajectories as a guide for teaching primary-school mathematics in The Netherlands. In A. D. Cockburn, & E. Nardi (Eds.), Proceedings of the 26th Conference of the InternationalGroup for the Psychology of Mathematics Education (pp. 191-196). UEA.

van den Heuvel-Panhuizen, M. H. A. M. (2002). Towards scientific research in classrooms? In S. Goodchild, & L. English (Eds.), Researching mathematics classrooms: a critical examination of methodology (pp. 111-115). CT / Praeger.

van den Heuvel-Panhuizen, M. H. A. M. (2002). Realistic mathematics education as work in progress. In Fou Lai Lin (Ed.), Common sense in mathematics education (pp. 1-42).

Professional publications

van der Wel, J. J., & van den Heuvel-Panhuizen, M. H. A. M. (2002). De grote lijnen van het rekenen. Hebben scholen steun aan TAL? Didaktief & school, 32(10), 38-39.

van der Wel, J. J., van der Vegt, A. L., van den Heuvel-Panhuizen, M. H. A. M., & Nelissen, J. M. C. (2002). De implementatie van Tussendoelen Annex Leerlijnen (TAL). Een formatieve evaluatie. Regioplan Onderwijs en Arbeidsmarkt.

de Goeij, E. T. J., & van den Heuvel-Panhuizen, M. H. A. M. (2002). Webcasus: Schattend rekenen. Freudenthal instituut.

de Goeij, E. T. J., & van den Heuvel-Panhuizen, M. H. A. M. (2002). Webcasus: Uit de school geklapt. Freudenthal instituut.

van der Wel, J. J., & van den Heuvel-Panhuizen, M. H. A. M. (2002). De grote lijn van het rekenen. Didaktief & school, 32(10), 38-39.

de Goeij, E. T. J., & van den Heuvel-Panhuizen, M. H. A. M. (2002). Meisjes-jongens Praktijkproject voor rekencoordinatoren. Freudenthal instituut.

Gravemeijer, K. P. E., van den Heuvel-Panhuizen, M. H. A. M., de Moor, E. W. A., & Simons, E. (2002). Beredeneerd voorstel voor aanpassing van de kerndoelen rekenen-wiskunde in het basisonderwijs. SLO.

2001

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M., & Fosnot, C. T. (2001). Assessment of mathematics achievements: not only the answers count. In M. H. A. M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (PME). Utrecht, July 12-17, 2001 (pp. 335-342). Freudenthal Institute.

van den Heuvel-Panhuizen, M. H. A. M. (2001). Logoi kai analogieV sthn ekpaideush atomwn me eidikeV anagkeV. In L. Streefland (Ed.), Realistika MaJhmatika (pp. 173-201). Leader Books.

van den Heuvel-Panhuizen, M. H. A. M. (2001). Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (PME). Utrecht, July 12-17, 2001. Freudenthal Institute.

van den Heuvel-Panhuizen, M. H. A. M. (2001). Realistic Mathematics Education in the Netherlands. In J. Anghileri (Ed.), Principles and Practice in Arithmetic Teaching: Innovative approaches for the primary classroom (pp. 49-63). Open University Press.

Professional publications

van den Heuvel-Panhuizen, M. H. A. M. (2001). Der reichtum des geldes. Die Grundschulzeitschrift, 141, 50-51.

van den Heuvel-Panhuizen, M. H. A. M. (2001). Learning-teaching trajectories. In M. H. A. M. van den Heuvel (Ed.), Children Learn Mathematics. A learning-teaching trajectory with intermediate attainment targets for calculation with whole numbers in Primary School (pp. 13-21). Freudenthal Institute & SLO.

van den Heuvel-Panhuizen, M. H. A. M., & Buys, K. (2001). Big lines. In M. H. A. M. van den Heuvel (Ed.), Children Learn Mathematics. A learning-teaching trajectory with intermediate attainment targets for calculation with whole numbers in Primary School (pp. 95-99). Freudenthal Institute & SLO.

van den Heuvel-Panhuizen, M. H. A. M., & Buys, K. (2001). In grote lijnen. In M. H. A. M. van den Heuvel-Panhuizen, K. Buys, & A. Treffers (Eds.), Kinderen leren rekenen. Tussendoelen Annex Leerlijnen. Hele getallen Bovenbouw Basisschool (pp. 8-16). Wolters-Noordhoff.

van den Heuvel-Panhuizen, M. H. A. M., Buys, K., & Treffers, A. (2001). Kinderen leren rekenen. Tussendoelen Annex Leerlijnen. Hele getallen Bovenbouw Basisschool. Wolters-Noordhoff.

van den Heuvel-Panhuizen, M. H. A. M. (2001). Schattend rekenen. In M. H. A. M. van den Heuvel-Panhuizen, K. Buys, & A. Treffers (Eds.), Kinderen leren rekenen. Tussendoelen Annex Leerlijnen. Hele getallen Bovenbouw Basisschool (pp. 91-122). Wolters-Noordhoff.

van den Heuvel-Panhuizen, M. H. A. M. (2001). Children Learn Mathematics. A learning-teaching trajectory with intermediate attainment targets for calculation with whole numbers in Primary School. Freudenthal Institute & SLO.

van den Heuvel-Panhuizen, M. H. A. M. (2001). Estimation. In M. H. A. M. van den Heuvel (Ed.), Children Learn Mathematics. A learning-teaching trajectory with intermediate attainment targets for calculation with whole numbers in Primary School (pp. 173-202). Freudenthal Institute & SLO.

van den Heuvel-Panhuizen, M. H. A. M. (2001). De rijkdom van geld. De rol van geld in het reken-wiskundeonderwijs. Willem Bartjens, 21(1), 6-10.

Other output

de Goeij, E. T. J. (Author), van den Heuvel-Panhuizen, M. H. A. M. (Author), & Jonker, V. H. (Author). (2001). Maatkennis. Software, Freudenthal instituut.

2000

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M., & Gravemeijer, K. P. E. (2000). Den einai aschma ola ta test. In L. Streefland (Ed.), Realistika MaJhmatika (pp. 154-173). Leader Books.

van den Heuvel-Panhuizen, M. H. A. M. (2000). Schattend rekenen. In M. H. A. M. van den Heuvel-Panhuizen, K. Buys, & A. Treffers (Eds.), Kinderen leren rekenen. Tussendoelen Annex Leerlijnen. Hele Getallen Bovenbouw Basisschool Freudenthal Instituut/SLO.

van den Heuvel-Panhuizen, M. H. A. M. (2000). Die ene helft blijft nog steeds achter. Over sekseverschillen in het Nederlandse rekenonderwijs. Vernieuwing, 59(1/2), 12-15.

van den Heuvel-Panhuizen, M. H. A. M., & Treffers, A. (2000). De TAL-leerlijn als gids bij reken-wiskundeonderwijs. In F. Janssen-Vos (Ed.), Tien jaar Basisontwikkeling het maakt verschil! APS.

van den Heuvel-Panhuizen, M. H. A. M. (2000). Projectvoorstel TAL-4. Freudenthal instituut.

van den Heuvel-Panhuizen, M. H. A. M., & Buys, K. (2000). In grote lijnen. In M. H. A. M. van den Heuvel-Panhuizen, K. Buys, & A. Treffers (Eds.), Kinderen leren rekenen. Tussendoelen Annex Leerlijnen. Hele Getallen Bovenbouw Basisschool Freudenthal Instituut/SLO.

van den Heuvel-Panhuizen, M. H. A. M. (2000). Mathematics Education in The Netherlands: A guided tour. In J. Anghileri (Ed.), Principles and Practice in Arithmetic Open University Press.

van den Heuvel-Panhuizen, M. H. A. M., Buys, K., & Treffers, A. (2000). Kinderen leren rekenen. Tussendoelen Annex Leerlijnen. Hele Getallen Bovenbouw Basisschool. Freudenthal Instituut/SLO.

van den Heuvel-Panhuizen, M. H. A. M. (2000). NCRC-module (HG-OB (2)): Rekenen voor zwakke allochtone en autochtone rekenaars. Freudenthal instituut.

van den Heuvel-Panhuizen, M. H. A. M., & Kool, M. (2000). NCRC-module Meisjes-Jongens. Freudenthal instituut.

van den Heuvel-Panhuizen, M. H. A. M. (2000). Toetsen met TAL. Subsidie-aanvraag voor het ASPASIA-programma. Freudenthal instituut.

Professional publications

van den Heuvel-Panhuizen, M. H. A. M. (2000). Rekenen op eenzame hoogte. Tijdschrift voor nascholing en onderzoek van het reken-wiskunde onderwijs, 19(1), 38-39.

van den Heuvel-Panhuizen, M. H. A. M., de Vet, L., & Eigenhuis, N. (2000). Ik doe mijn ogen dicht zo gauw het over geld gaat. Didaktief & school, 9, 26-27.

Kool, M., van den Heuvel-Panhuizen, M. H. A. M., & de Goeij, E. T. J. (2000). Een baby van 500 pond. Meisjes en jongens verschillen in rekenen. AOb-Vrouwenwijzer, (4).

Kool, M., van den Heuvel-Panhuizen, M. H. A. M., & de Goeij, E. T. J. (2000). Een baby van 500 pond. Meisjes en jongens verschillen in rekenen. Willem Bartjens, 19(4), 9-11.

1999

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M., van Rooijen, C., & Bos, K. (1999). Toepassen van rekenen-wiskunde als doel - wat houdt dat in? Tijdschrift voor nascholing en onderzoek van het reken-wiskunde onderwijs, 17(3), 3-8.

van den Heuvel-Panhuizen, M. H. A. M., & de Goeij, E. T. J. (1999). De resultaten van een nationale bezinning op het rekenen in de bovenbouw van de basisschool (1). Tijdschrift voor nascholing en onderzoek van het reken-wiskunde onderwijs, 17(4), 3-14.

van den Heuvel-Panhuizen, M. H. A. M., & Treffers, A. (1999). Een nationale multiple choice-opgave. Tijdschrift voor nascholing en onderzoek van het reken-wiskunde onderwijs, 17(3), 9-13.

Treffers, A., van den Heuvel-Panhuizen, M. H. A. M., & Buys, K. (1999). Jonge kinderen leren rekenen. Wolters-Noordhoff.

van den Heuvel-Panhuizen, M. H. A. M., & de Goeij, E. T. J. (1999). De resultaten van een nationale bezinning op het rekenen in de bovenbouw van de basisschool (2). Tijdschrift voor nascholing en onderzoek van het reken-wiskunde onderwijs, 18(1), 3-20.

van den Heuvel-Panhuizen, M. H. A. M., & Vermeer, H. J. (1999). Verschillen tussen meisjes en jongens bij het vak rekenen-wiskunde op de basisschool. CD-Beta Press.

van den Heuvel-Panhuizen, M. H. A. M. (1999). Context problems and assessment: Ideas from the Netherlands. In I. Thompson (Ed.), Issues in teaching numeracy in primary schools Open University Press.

Treffers, A., & van den Heuvel-Panhuizen, M. H. A. M. (1999). Reactie op reactie. Tijdschrift voor nascholing en onderzoek van het reken-wiskunde onderwijs, 17(4), 28-28.

Professional publications

van den Heuvel-Panhuizen, M. H. A. M., & Treffers, A. (1999). NCRC-module - Hele getallen Onderbouw Basisschool (1) - Handleiding. Freudenthal instituut.

van den Heuvel-Panhuizen, M. H. A. M. (1999). Over trucs en afkijken: de ten onrechte verboden vruchten van het reken-wiskundeonderwijs. In W. Faes, & W. Oonk (Eds.), Van rekenend Nederland voor Fred Goffree - 65/2 onderwijsverhalen voor pabostudenten (pp. 65-69). Wolters-Noordhoff.

van den Heuvel-Panhuizen, M. H. A. M., Uittenbogaard, W., & Veltman, A. (1999). Informatiebijeenkomst Hele getallen Onderbouw Basisschool - Werkboek. Freudenthal instituut.

van den Heuvel-Panhuizen, M. H. A. M. (1999). Herinneringen aan een niet-wetenschappelijk onderwijsonderzoek. In M. Dolk, H. Jansen, J. Letschert, A. Nienhaus van Lint, & W. Oonk (Eds.), Verhalen van een levenlang ontwerpen (pp. 127-130). Stichting leerplanontwikkeling (SLO).

van den Heuvel-Panhuizen, M. H. A. M., Uittenbogaard, W., & Veltman, A. (1999). Informatiebijeenkomst Hele getallen Onderbouw Basisschool - Handleiding. Freudenthal instituut.

van den Heuvel-Panhuizen, M. H. A. M., & Treffers, A. (1999). NCRC-module Hele getallen Onderbouw Basisschool - Cursusboek. Freudenthal instituut.

Other output

van den Heuvel-Panhuizen, M. H. A. M. (1999). Meisjes en jongens verschillen in rekenen. Paper presented at Plenaire lezing op Panama Najaarsconferentie, Noordwijkerhout.

1996

Scholarly publications

van den Heuvel-Panhuizen, M. H. A. M. (1996). Assessment and realistic mathematics education. Technipress.

1993

Professional publications

van den Heuvel-Panhuizen, M. H. A. M., & Streefland, L. (1993). Per Sense. Willem Bartjens, 12(4), 13-18.

1992

Professional publications

van den Heuvel-Panhuizen, M. H. A. M. (1992). Een realistische en een mechanistische methode vergeleken. Didaktief, 22(5), 7-9.

van den Heuvel-Panhuizen, M. H. A. M. (1992). Test zelf uw toetsideeën. Willem Bartjens, 11(4), 25-28.

Other output

Streefland, L., & van den Heuvel-Panhuizen, M. H. A. M. (1992). Evoking Pupils' Informal Knowledge on Percents. Durham: University of Hampshire.

1990

Professional publications

van den Heuvel-Panhuizen, M. H. A. M., & Gravemeijer, K. P. E. (1990). Toetsen zijn zo slecht nog niet. Alternatieve toetsvormen voor reken-wiskundeonderwijs. Didaktief, 20(10), 13-15.

Gravemeijer, K. P. E., & van den Heuvel-Panhuizen, M. H. A. M. (1990). MORE over zorgverbreding. In Panama Cursusboek 8 (pp. 80-89). OW&OC, HMN & FEO.

Gravemeijer, K. P. E., & van den Heuvel-Panhuizen, M. H. A. M. (1990). Instrumentenontwikkeling Methodeonderzoek Rekenen-Wiskunde. OW&OC & ISOR.

van den Heuvel-Panhuizen, M. H. A. M. (1990). De eerste uitkomsten. De eerste MORE-gegevens over het rekenonderwijs in groep 3 van de basisschool. In Panama Cursusboek 7. Rekenen-wiskunde. Periodieke peiling onderwijsniveau, beredeneerde eindtermen, proeve van een nationaal programma (pp. 59-68). Utrecht: OW&OC, HMN & SOL.