How Concrete is Concrete

Autor: Koeno Gravemeijer

Publikováno v: Journal on Mathematics Education, Vol 2, Iss 1, Pp 1-14 (2010)

If we want to make something concrete in mathematics education, we are inclined introduce, what we call, ‘manipulatives’, in the form of tactile objects or visual representations. If we want to make something concrete in a everyday-life conversat

Externí odkaz: https://doaj.org/article/068b7311dd1f48248036a0fc66cac2f3

Mathematizing and Symbolizing: The Emergence of Chains of Signification in One First-Grade Classroom

Autor: Paul Cobb, Koeno Gravemeijer, Erna Yackel, Kay McClain, Joy Whitenack

Publikováno v: Situated Cognition ISBN: 9781003064121

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::cfd49daec91f05dcb49d0c4dae89a414
https://doi.org/10.4324/9781003064121-8

What mathematics education may prepare students for the society of the future?

Autor: Minoru Ohtani, Michelle Stephan, Cyril Julie, Koeno Gravemeijer, Fou-Lai Lin

Publikováno v: International Journal of Science and Mathematics Education, 15, 105-123. Kluwer Academic Publishers

This paper attempts to engage the field in a discussion about what mathematics is needed for students to engage in society, especially with an increase in technology and digitalization. In this respect, mathematics holds a special place in STEM as ma

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::62b87c5e128c20056270b93d84a31f91
https://doi.org/10.1007/s10763-017-9814-6

Design of statistics learning environments

Autor: Koeno Gravemeijer, Dani Ben-Zvi, Janet Ainley

Publikováno v: International Handbook of Research in Statistics Education ISBN: 9783319661933
CERME11
Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)
Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht University, Feb 2019, Utrecht, Netherlands
www.cerme11.org

The goal of this chapter is to draw attention to the need to think about learning environments and their design as a way of considering how sustainable change in the learning and teaching of statistics can be supported. The goal is not to advocate on

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ee54c922b5b9be1b3917a4cc6cf71c3c
https://hal.archives-ouvertes.fr/hal-02410840

Shortcomings of Mathematics Education Reform in The Netherlands: A Paradigm Case?

Autor: G Geeke Bruin-Muurling, Kpe Koeno Gravemeijer, JM Kraemer, IM Irene van Stiphout

Publikováno v: Mathematical Thinking and Learning, 18(1), 25-44. Routledge Taylor & Francis Group

This article offers a reflection on the findings of three PhD studies, in the domains of, respectively, subtraction under 100, fractions, and algebra, which independently of each other showed that Dutch students' proficiency fell short of what might

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::01d08d0cc25c023035eefbea8c61e524
https://doi.org/10.1080/10986065.2016.1107821