- Faculty page: http://www.tue.nl/en/university/about-the-university/eindhoven-school-of-education/about-esoe/staff/detail/ep/e/d/ep-uid/20072724/
- Ph.D., University of Utrecht, the Netherlands (1994, Adrian Treffers, advisor)
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
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.
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.