Zobrazeno 1 - 10
of 27
pro vyhledávání: '"Michiel Doorman"'
Publikováno v:
Journal on Mathematics Education, Vol 13, Iss 4, Pp 565-586 (2022)
Understanding of fractions is difficult for Indonesian students. This often leads to misinterpretation in solving fractional problems. In this study, a task aiming at identifying students’ struggles in understanding the basic concept of part-whole
Externí odkaz:
https://doaj.org/article/de9c8f909ea34a61b47e0e84545d0826
Publikováno v:
Center for Educational Policy Studies Journal, Vol 12, Iss 1, Pp 103-124 (2022)
The design of inquiry-based tasks and problem situations for daily mathematics teaching is still a challenge. In this article, we study the implementation of two tasks as part of didactic scenarios for inquiry-based mathematics teaching, examining te
Externí odkaz:
https://doaj.org/article/1aefec4229ae41c794b9169a6a7a3d2a
Publikováno v:
Journal on Mathematics Education, Vol 12, Iss 1, Pp 1-16 (2021)
This research is aimed to describe a learning trajectory for probability through game-based learning. The research employed design research consisting of three stages: preparing for the experiment, design experiment, and retrospective analysis. A hyp
Externí odkaz:
https://doaj.org/article/acf8675b71a049a2b0f68635df5e449d
Publikováno v:
Journal on Mathematics Education, Vol 11, Iss 2, Pp 277-300 (2020)
Indonesian students’ poor performance in the mathematics test of PISA 2015 prompted the decision by the Ministry of Education of Indonesia to pay more attention to the integration of higher-order thinking (HOT) in the curricula starting in 2018. Th
Externí odkaz:
https://doaj.org/article/362a07249d9e48be954d18d008d1e42c
Autor:
Michiel Doorman
Publikováno v:
Avances de Investigación en Educación Matemática, Iss 15 (2019)
Externí odkaz:
https://doaj.org/article/b8ee6d190ffd469ba42033ab506896f6
Autor:
Stefan Sorge, Michiel Doorman, Katja Maass, Oliver Straser, Alice Hesse, Vincent Jonker, Monica Wijers
Publikováno v:
ZDM – Mathematics Education.
Our current multicultural societies require that education addresses diversity and promotes cultural awareness and intercultural learning. Mathematics and science education can also contribute to this aspect of citizenship education and create a cult
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8921b41dc2612c3c68b3f66bfa896a65
https://doi.org/10.1007/s11858-023-01478-3
https://doi.org/10.1007/s11858-023-01478-3
Publikováno v:
International Journal for Lesson & Learning Studies. 12:52-64
PurposeThe authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson Study (LS) in upper secondary mathematics.Design/methodology/appro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::de2e77d1c2c9fb94b66ae8f41e1d075d
https://doi.org/10.1108/ijlls-01-2022-0009
https://doi.org/10.1108/ijlls-01-2022-0009
Publikováno v:
Technology, Knowledge and Learning, 27(4). Springer Science+Business Media
Braille readers use a braille display and text-to-speech synthesizer while reading and comprehending mathematical expressions and equations. Teachers need to have technological, pedagogical and content (TPACK) knowledge and skills for exploiting the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::510c9a80c0570270949ef702527b2909
https://doi.org/10.1007/s10758-021-09525-2
https://doi.org/10.1007/s10758-021-09525-2
Autor:
Katja Maass, Michèle Artigue, Hugh Burkhardt, Michiel Doorman, Lyn D. English, Vincent Geiger, Konrad Krainer, Despina Potari, Alan Schoenfeld
Publikováno v:
Initiationen mathematikdidaktischer Forschung ISBN: 9783658367657
The pandemic has demonstrated more than ever that citizens around the world need to understand how mathematics contributes to understanding global challenges and ways of overcoming them. People need to understand that predictions are based on models
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::106391e3c5ccc42164da7d5890b65fa4
https://doi.org/10.1007/978-3-658-36766-4_2
https://doi.org/10.1007/978-3-658-36766-4_2
The design of inquiry-based tasks and problem situations for daily mathematics teaching is still a challenge. In this article, we study the implementation of two tasks as part of didactic scenarios for inquiry-based mathematics teaching, examining te
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d4d9042680bec4d22d7344c0c43cc003