Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands

Autor: Huang, L., Doorman, L.M., van Joolingen, W.R.

Inquiry-based learning (IBL) emphasizes learning through experiencing and constructing. Where IBL is often applied in science education, the conceptualization of IBL practices in mathematics education is less obvious. We compared students’ reports

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=od_______101::8c43bd8481de8242c8ee24de87a97d41
https://dspace.library.uu.nl/handle/1874/408885

Inquiry based mathematics education and the development of learning trajectories

Autor: Artigue, M., Bosch, Marianna, Doorman, L.M., Juhász, Péter, Kvasz, Ladislav, Maass, Katja, Sub Mathematics Education, Mathematics Education

Publikováno v: Teaching Mathematics and Computer Science
Teaching Mathematics and Computer Science, University of Debrecen, 2020, 18 (3), pp.63-89. ⟨10.5485/TMCS.2020.0505⟩
RECERCAT (Dipòsit de la Recerca de Catalunya)
Recercat: Dipósit de la Recerca de Catalunya
Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Recercat. Dipósit de la Recerca de Catalunya
instname
Teaching Mathematics and Computer Science, 18(3), 63
Teaching Mathematics and Computer Science, 2020, 18 (3), pp.63-89. ⟨10.5485/TMCS.2020.0505⟩

This article is based on the panel on inquiry based mathematics education and the development of learning trajectories held at the VARGA 100 Conference. After an introduction presenting the theme and organization of the panel, this article focuses on

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::db053cef72553ae6f9d3a9f318bafedf
https://hal.archives-ouvertes.fr/hal-03194616

The Emergence of Meaningful Geometry

Autor: Doorman, L.M., Van den Heuvel-Panhuizen, M., Goddijn, A.

This chapter is about a change in geometry education that took place in the last century. We discuss the emergence of meaningful geometry in the Netherlands. Of course, this was not an isolated reform. Worldwide, mathematicians and mathematics educat

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=od_______101::5201cdd0110e382e4ba82266d19325d9
https://dspace.library.uu.nl/handle/1874/394387

Supporting primary school students’ reasoning about motion graphs through physical experiences

Autor: Duijzer, A.C.G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Doorman, L.M., Education and Learning: Cognitive and Motor Disabilities, Mathematics Education, Leerstoel Leseman, Sub Mathematics Education, Hafd Onderwijsadvies en training

Publikováno v: ZDM: Mathematics Education
ZDM-International Journal on Mathematics Education, 51(6), 899
ZDM-International Journal on Mathematics Education, 51(6), 899. Springer Verlag

Reasoning about graphical representations representing dynamic data (e.g., distance changing over time), including interpreting, creating, changing, combining, and comparing graphs, can be considered a domain-specific operationalization of the genera

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::848826142f4bc66faa3f04079051dc1a
https://dspace.library.uu.nl/handle/1874/389450

Making and Implementing a Mathematics Day Challenge as a Makerspace for Teams of Students

Autor: Doorman, L.M., Bos, R.D., de Haan, D.L., Jonker, V.H., Besamusca, Amy, Wijers, M.M.

This study reports on a way to address twenty-first-century skills in mathematics education by organizing one-day mathematics challenges in the Netherlands. During such a day, students work in teams in school on an open-ended problem which aims to el

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=od_______101::594129f65a142efe72f1ef723fed14b0
https://dspace.library.uu.nl/handle/1874/381274