Koeno Gravemeijer

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Gravemeijer, K., Bruin-Muurling, G., Kraemer, J.-M., & Stiphout, I. van. (2016). Shortcomings of mathematics education reform in The Netherlands: A paradigm case? Mathematical Thinking and Learning, 18(1), 25–44. http://doi.org/10.1080/10986065.2016.1107821

Palha, S., Dekker, R., & Gravemeijer, K. (2014). The effect of shift-problem lessons in the mathematics classroom. International Journal of Science and Mathematics Education, 13(6), 1589–1623. http://doi.org/10.1007/s10763-014-9543-z

Doorman, M., Drijvers, P., Gravemeijer, K., Boon, P., & Reed, H. (2012). Tool use and the development of the function concept: From repeated calculations to functional thinking. International Journal of Science and Mathematics Education, 10(6), 1243–1267. http://doi.org/10.1007/s10763-012-9329-0

Gravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (p. 163). New York, NY: Routledge.

Bakker, A., & Gravemeijer, K. (2004). Learning to reason about distribution. In D. Ben-Zvi & J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp. 147–168). New York, NY: Kluwer.

Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. Mathematical Thinking and Learning, 6(2), 105–128. http://doi.org/10.1207/s15327833mtl0602_3

Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about statistical covariation. Cognition and Instruction, 21(1), 1–78. http://doi.org/10.1207/S1532690XCI2101_1

Gravemeijer, K., & van Galen, F. (2003). Facts and algorithms as products of students' own mathematical activity. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to Principals and Standards for School Mathematics (pp. 114–122). Reston, VA: NCTM.

Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. Journal of the Learning Sciences, 10(1/2), 113–163.

Gravemeijer, K., Cobb, P., Bowers, J., & Whitenack, J. (2000). Symbolizing, modeling, and instructional design. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms (pp. 225–273). Mahwah, NJ: Lawrence Erlbaum Associates.

Gravemeijer, K., & Terwel, J. (2000). Hans Freudenthal: A mathematician on didactics and curriculum theory. Journal of Curriculum Studies, 32(6), 777–796. http://doi.org/10.1080/00220270050167170

Gravemeijer, K. (1997). Solving word problems: A case of modelling? Learning and Instruction, 7(4), 389–397. http://doi.org/10.1016/S0959-4752(97)00011-X

Gravemeijer, K. (1994). Educational development and developmental research in mathematics education. Journal for Research in Mathematics Education, 25(5), 443. http://doi.org/10.2307/749485

Gravemeijer, K. (1994). Developing Realistic Mathematics Education. University of Utrecht.