dr. Michiel Veldhuis
m.veldhuis@uu.nl
Gegenereerd op 2017-09-25 01:16:30


Curriculum vitae Download PDF

Education

2011 - 2015 PhD in Mathematics Education, Utrecht University

2009 - 2011 MSc (Research) Cognitive Psychology, University of Toulouse-II

2008 - 2011 BSc Applied Mathematics and Information Sciences, University of Toulouse-II

2005 - 2008 BSc (Honours) Clinical Developmental Psychology, University of Amsterdam 

1998 - 2004 Secondary Education (Gymnasium). St. Ignatiusgymnasium Amsterdam

 

Gegenereerd op 2017-09-25 01:16:30
Key publications

Veldhuis, M. (24.06.2015). Improving classroom assessment in primary mathematics education. (188 p.). FIsme Scientific Library ; 90.

Veldhuis, Michiel & van den Heuvel - Panhuizen, Marja (23.01.2014). Primary School Teachers' Assessment Profiles in Mathematics Education. PLoS One, 9 (1) (11 p.).

Veldhuis, Michiel & van den Heuvel - Panhuizen, Marja (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 (pp. 329-336). Vancouver, Canada: PME.

Veldhuis, M., van den Heuvel-Panhuizen, M.H.A.M, Vermeulen, Jorine A. & Eggen, T. (2013). Teachers’ use of classroom assessment in primary school mathematics education in the Netherlands. Cadmo, 21 (2), (pp. 35-53) (19 p.).

All publications
  2017 - Scholarly publications
Zhao, X., Van den Heuvel-Panhuizen, M. & Veldhuis, M. (01.08.2017). Chinese primary school mathematics teachers’ assessment profiles: Findings from a large-scale questionnaire survey. International Journal of Science and Mathematics Education, (pp. 1-21).
Zhao, X., Van den Heuvel-Panhuizen, M. & Veldhuis, M. (05.02.2017). Classroom assessment in the eyes of Chinese primary mathematics teachers: A review of teacher-written papers. Studies in Educational Evaluation, 52, (pp. 42-54).
  2017 - Professional publications
Duijzer, A.C.G., Van den Heuvel-Panhuizen, M., Veldhuis, M. & Doorman, L.M. (20.01.2017). Greep op grafieken. In Marc Van Zanten (Eds.), Rekenen-wiskunde in de 21e eeuw – Ideeën en achtergronden voor primair onderwijs - Panama 35 (pp. 53-58). Panama - NVORWO - Universiteit Utrecht - SLO.
  2016 - Scholarly publications
Zhao, X., Van den Heuvel-Panhuizen , M. & Veldhuis, M. (05.11.2016). Teachers’ use of classroom assessment techniques in primary mathematics education - An explorative study with six Chinese teachers. International Journal of STEM Education, 3, (pp. 1-18) (18 p.).
  2016 - Professional publications
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), (pp. 12-15) (4 p.).
Otten, M., Van den Heuvel-Panhuizen , M. & Veldhuis, M. (2016). Lala en de hangmobiel: Redeneren met onbekenden. Volgens Bartjens, 35 (4), (pp. 8-11) (4 p.).
  2016 - Other output
Blankespoor, R.J., Van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J. & Lindmeier, A. (26.07.2016). Teaching probability: A pilot study. Poster presented at ICME13, Hamburg, Germany, July 24-31.
Duijzer, A.C.G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Doorman, L.M. & Lindmeier, A. (26.07.2016). Teaching graphing of change: A pilot study. Poster presented at ICME13 Hamburg, Germany, July 24-31.
Otten, M., Van den Heuvel-Panhuizen, M., Veldhuis, M. & Heinze, A. (26.07.2016). Teaching early algebra: A pilot study. Poster presented at ICME13 Hamburg, Germany, July 24-31.
Veldhuis, M. & Markus, Sonia (02.11.2016). Toetsen om wijzer van te worden. Workshop at the NRO Congres 'Samen op expeditie', Amersfoort, Netherlands, November 2nd.
Veldhuis, M., Van den Heuvel-Panhuizen , M. & Zhao, X. (21.11.2016). Soutien aux enseignants dans leur pratique d'évaluation en mathématiques : effets sur les compétences des élèves. Paper presented at Colloque International Évaluation en Mathématiques, Paris, France, November 21-22.
Veldhuis, M., Van den Heuvel-Panhuizen, M. & Zhao, X. (30.07.2016). Supporting primary teachers’ assessment practice in mathematics: Effects on student learning in the Netherlands and Nanjing, China. Paper presented at ICME13 Hamburg, Germany, July 24-31.
  2015 - Scholarly publications
Veldhuis, M. (24.06.2015). Improving classroom assessment in primary mathematics education. (188 p.). FIsme Scientific Library ; 90.
Veldhuis, M. & Van den Heuvel-Panhuizen , M. (2015). Improving classroom assessment in primary mathematics education in the Netherlands. In Konrad Krainer & Nada Vondrov?a (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 375-381). Prague, Czech Republic.
Zhao, X., Van den Heuvel-Panhuizen , M. & Veldhuis, M. (05.06.2015). Classroom assessment techniques to assess Chinese students’ sense of division. In Xuhua Sun, Berinderjeet Kaur & Jarmila 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). Macao: ICMI.
  2015 - Professional publications
Veldhuis, M. & Van den Heuvel-Panhuizen , M. (2015). Het gebruik van formatieve toetstechnieken bij rekenen-wiskunde. Zorgbreed, 47, (pp. 22-27) (6 p.).
  2015 - Other output
Veldhuis, M. & Van den Heuvel-Panhuizen , M. (18.06.2015). Het verbeteren van de toetspraktijk bij rekenen-wiskunde: wat brengt het voor de leerling op?. Paper presented at the symposium ‘Classroom assessment of mathematics skills in primary education' at the Onderwijs Research Dagen 2015, Leiden, Netherlands, June 17-19.
Veldhuis, M. & Van den Heuvel-Panhuizen , M. (04.02.2015). Improving classroom assessment in primary mathematics education. Paper presented at 9th Congress of European Research in Mathematics Education (CERME 9), Prague, Czech Republic, February 4-8.
Zhao, X., Van den Heuvel-Panhuizen , M. & Veldhuis, M. (18.06.2015). Classroom assessment techniques to assess Chinese students’ sense of division. Paper presented at the symposium ‘Classroom assessment of mathematics skills in primary education’ at the Onderwijs Research Dagen 2015, Leiden, Netherlands, June 17-19.
  2014 - Scholarly publications
Vautier, Stephane, Lacot, Emilie & Veldhuis, Michiel (2014). Puzzle-solving in psychology - The neo-Galtonian vs. nomothetic research focuses. New ideas in psychology , 33 (1), (pp. 46-53) (8 p.).
Veldhuis, Michiel & van den Heuvel - Panhuizen, Marja (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 (pp. 329-336). Vancouver, Canada: PME.
Veldhuis, Michiel & van den Heuvel - Panhuizen, Marja (23.01.2014). Primary School Teachers' Assessment Profiles in Mathematics Education. PLoS One, 9 (1) (11 p.).
  2014 - Other output
Veldhuis, Michiel & van den Heuvel - Panhuizen, Marja (2014). Exploring the feasibility and effectiveness of classroom assessment techniques in primary mathematics education. Poster presented at 6th Expert Meeting on Mathematical Thinking and Learning, Leiden, April 4th.
Veldhuis, Michiel & van den Heuvel - Panhuizen, Marja (2014). Het gebruik van formatieve toetstechnieken bij rekenen-wiskunde in groep 5. Paper presented at Panama Conferentie, Noordwijkerhout, Netherlands, January 16-17.
Veldhuis, Michiel & van den Heuvel - Panhuizen, Marja (07.02.2014). 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, February 7th.
Veldhuis, Michiel & van den Heuvel - Panhuizen, Marja (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, November 5-8.
Zhao, Xiaoyan, van den Heuvel - Panhuizen, Marja & Veldhuis, Michiel (2014). Chinese Teachers’ First Experience with Classroom Assessment Techniques in Primary Mathematics Education. Paper presented at ICO International Fall School, Blankenberge, Belgium, November 10-14.
  2013 - Scholarly publications
Veldhuis, M., van den Heuvel-Panhuizen, M.H.A.M, Vermeulen, Jorine A. & Eggen, T. (2013). Teachers’ use of classroom assessment in primary school mathematics education in the Netherlands. Cadmo, 21 (2), (pp. 35-53) (19 p.).
  2013 - Other output
Veldhuis, M. & Van den Heuvel-Panhuizen , M. (07.11.2013). Exploring the feasibility and effectiveness of assessment techniques to improve student learning in primary mathematics education. Paper presented at ICO National Fall School, Maastricht, Netherlands, November 7-8 .
Veldhuis, M. & Van den Heuvel-Panhuizen , M. (29.05.2013). Improving Classroom Assessment: bij rekenen-wiskunde in groep 5 van het basisonderwijs. Paper presented at the PROO-Symposium ‘Mathematics in primary school’ at the Onderwijs Research Dagen 2013, Brussels, Belgium, May 29-31.
Veldhuis, M. & van den Heuvel-Panhuizen, M.H.A.M. (01.03.2013). Teachers’ mathematics assessment profiles in primary education. Poster presented at 5th Expert Meeting on Mathematical Thinking and Learning, Walferdange, Luxembourg, March 1st.
  2012 - Scholarly publications
Vautier, S., Veldhuis, M., Lacot, E. & Matton, N. (2012). The ambiguous utility of psychometrics for the interpretative foundation of socially relevant avatars. Theory and Psychology, 22 (6), (pp. 810-822) (13 p.).
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 Studien, 89, (pp. 185-188) (4 p.).
Veldhuis, M., Matton, N. & Vautier, S. (2012). Using Item Response Theory to Evaluate Measurement Precision of Selection Tests at the French Pilot Training. International Journal of Aviation Psychology, 22 (1), (pp. 18-29) (13 p.).
  2012 - Other output
Veldhuis, M., Van den Heuvel-Panhuizen , M., Vermeulen, Jorine A. & Eggen, Theo (31.08.2012). Teachers’ use of classroom assessment in primary school mathematics education in the Netherlands. Paper presented at EARLI SIG 1 Conference, Brussels, Belgium, August 28-31.
  2011 - Scholarly publications
ter Kuile, H., Veldhuis, M., van Veen, S.C. & Wicherts, J.M. (2011). Bilingual education, metalinguistic awareness, and the understanding of an unknown language. Bilingualism: Language and Cognition, 14 (2), (pp. 233-242) (10 p.).
Vautier, S., Gillie, R. & Veldhuis, M. (2011). About validity of conclusions based on multiple regression analyis: A commentary on Kupelian et al. Preventive Medicine, 52 (6), (pp. 465-465) (1 p.).
  2011 - Other output
Vautier, Stephane, Hubert, Loic & Veldhuis, M. (30.08.2011). How mathematical psychologists could help test-score psychologists to perceive the empirical reality they have built?. Paper presented at the 42nd meeting of the European Mathematical Psychology Group, Paris, France, August 29-31..
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Gegenereerd op 2017-09-25 01:16:30
Project:
Beyond flatland in primary school mathematics education
01.07.2015 to 30.06.2018
General project description 

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

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

Gegenereerd op 2017-09-25 01:16:30
Full name
dr. M. Veldhuis Contact details
Martinus J. Langeveldgebouw

Heidelberglaan 1
Room F2.14
3584 CS  UTRECHT
The Netherlands


Phone number (direct) +31 30 253 4324
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Gegenereerd op 2017-09-25 01:16:30
Last updated 12.09.2017