Difference between revisions of "Koeno Gravemeijer"
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* 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) | |||
== Publications == | == Publications == | ||
[[Michiel Doorman|Doorman, M.]], [[Paul Drijvers|Drijvers, P.]], [[Koeno Gravemeijer|Gravemeijer, K.]], [[Peter Boon|Boon, P.]], & [[Helen Reed|Reed, H.]] (2012). [[Doorman, Drijvers, Gravemeijer, Boon, & Reed (2012)|Tool use and the development of the function concept: From repeated calculations to functional thinking]]. ''[[International Journal of Science and Mathematics Education]] | [[Koeno Gravemeijer|Gravemeijer, K.]], [[Geeke Bruin-Muurling|Bruin-Muurling, G.]], [[Jean-Marie Kraemer|Kraemer, J.-M.]], & [[Irene van Stiphout|Stiphout, I. van]]. (2016). [[Gravemeijer, Bruin-Muurling, Kraemer, & van Stiphout (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 | ||
[[Sonia Palha|Palha, S.]], [[Rijkje Dekker|Dekker, R.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2014). [[Palha, Dekker, & Gravemeijer (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 | |||
[[Michiel Doorman|Doorman, M.]], [[Paul Drijvers|Drijvers, P.]], [[Koeno Gravemeijer|Gravemeijer, K.]], [[Peter Boon|Boon, P.]], & [[Helen Reed|Reed, H.]] (2012). [[Doorman, Drijvers, Gravemeijer, Boon, & Reed (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 | |||
[[Koeno Gravemeijer|Gravemeijer, K.]], & [[Paul Cobb|Cobb, P.]] (2006). [[Gravemeijer & Cobb (2006)|Design research from a learning design perspective]]. In [[Jan van den Akker|J. van den Akker]], [[Koeno Gravemeijer|K. Gravemeijer]], [[Susan McKenney|S. McKenney]], & [[Nienke Nieveen|N. Nieveen]] (Eds.), ''[[Educational design research]]'' (p. 163). New York, NY: Routledge. | [[Koeno Gravemeijer|Gravemeijer, K.]], & [[Paul Cobb|Cobb, P.]] (2006). [[Gravemeijer & Cobb (2006)|Design research from a learning design perspective]]. In [[Jan van den Akker|J. van den Akker]], [[Koeno Gravemeijer|K. Gravemeijer]], [[Susan McKenney|S. McKenney]], & [[Nienke Nieveen|N. Nieveen]] (Eds.), ''[[Educational design research]]'' (p. 163). New York, NY: Routledge. | ||
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[[Arthur Bakker|Bakker, A.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2004). [[Bakker & Gravemeijer (2004)|Learning to reason about distribution]]. In [[Dani Ben-Zvi|D. Ben-Zvi]] & [[Joan Garfield|J. Garfield]] (Eds.), ''[[The challenge of developing statistical literacy, reasoning and thinking]]'' (pp. 147–168). New York, NY: Kluwer. | [[Arthur Bakker|Bakker, A.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2004). [[Bakker & Gravemeijer (2004)|Learning to reason about distribution]]. In [[Dani Ben-Zvi|D. Ben-Zvi]] & [[Joan Garfield|J. Garfield]] (Eds.), ''[[The challenge of developing statistical literacy, reasoning and thinking]]'' (pp. 147–168). New York, NY: Kluwer. | ||
[[Koeno Gravemeijer|Gravemeijer, K.]] (2004). [[Gravemeijer (2004)|Local instruction theories as means of support for teachers in reform mathematics education]]. ''[[Mathematical Thinking and Learning]] | [[Koeno Gravemeijer|Gravemeijer, K.]] (2004). [[Gravemeijer (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 | ||
[[Paul Cobb|Cobb, P.]], [[Kay McClain|McClain, K.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2003). [[Cobb, McClain, & Gravemeijer (2003)|Learning about statistical covariation]]. ''[[Cognition and Instruction]] | [[Paul Cobb|Cobb, P.]], [[Kay McClain|McClain, K.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2003). [[Cobb, McClain, & Gravemeijer (2003)|Learning about statistical covariation]]. ''[[Cognition and Instruction]], 21(1)'', 1–78. http://doi.org/10.1207/S1532690XCI2101_1 | ||
[[Koeno Gravemeijer|Gravemeijer, K.]], & [[Frans van Galen|van Galen, F.]] (2003). [[Gravemeijer & van Galen (2003)|Facts and algorithms as products of students' own mathematical activity]]. In [[Jeremy Kilpatrick|J. Kilpatrick]], [[Gary Martin|W. G. Martin]], & [[Deborah Schifter|D. Schifter]] (Eds.), ''[[A research companion to Principals and Standards for School Mathematics]]'' (pp. 114–122). Reston, VA: NCTM. | [[Koeno Gravemeijer|Gravemeijer, K.]], & [[Frans van Galen|van Galen, F.]] (2003). [[Gravemeijer & van Galen (2003)|Facts and algorithms as products of students' own mathematical activity]]. In [[Jeremy Kilpatrick|J. Kilpatrick]], [[Gary Martin|W. G. Martin]], & [[Deborah Schifter|D. Schifter]] (Eds.), ''[[A research companion to Principals and Standards for School Mathematics]]'' (pp. 114–122). Reston, VA: NCTM. | ||
[[Paul Cobb|Cobb, P.]], [[Michelle Stephan|Stephan, M.]], [[Kay McClain|McClain, K.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2001). [[Cobb, Stephan, McClain, & Gravemeijer (2001)|Participating in classroom mathematical practices]]. ''[[Journal of the Learning Sciences]] | [[Paul Cobb|Cobb, P.]], [[Michelle Stephan|Stephan, M.]], [[Kay McClain|McClain, K.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2001). [[Cobb, Stephan, McClain, & Gravemeijer (2001)|Participating in classroom mathematical practices]]. ''[[Journal of the Learning Sciences]], 10(1/2)'', 113–163. | ||
[[Koeno Gravemeijer|Gravemeijer, K.]], [[Paul Cobb|Cobb, P.]], [[Janet Bowers|Bowers, J.]], & [[Joy Whitenack|Whitenack, J.]] (2000). [[Gravemeijer, Cobb, Bowers, & Whitenack (2000)|Symbolizing, modeling, and instructional design]]. In [[Paul Cobb|P. Cobb]], [[Erna Yackel|E. Yackel]], & [[Kay McClain|K. McClain]] (Eds.), ''[[Symbolizing and communicating in mathematics classrooms]]'' (pp. 225–273). Mahwah, NJ: Lawrence Erlbaum Associates. | [[Koeno Gravemeijer|Gravemeijer, K.]], [[Paul Cobb|Cobb, P.]], [[Janet Bowers|Bowers, J.]], & [[Joy Whitenack|Whitenack, J.]] (2000). [[Gravemeijer, Cobb, Bowers, & Whitenack (2000)|Symbolizing, modeling, and instructional design]]. In [[Paul Cobb|P. Cobb]], [[Erna Yackel|E. Yackel]], & [[Kay McClain|K. McClain]] (Eds.), ''[[Symbolizing and communicating in mathematics classrooms]]'' (pp. 225–273). Mahwah, NJ: Lawrence Erlbaum Associates. | ||
[[Koeno Gravemeijer|Gravemeijer, K.]], & [[Jan Terwel|Terwel, J.]] (2000). [[Gravemeijer & Terwel (2000)|Hans Freudenthal: A mathematician on didactics and curriculum theory]]. ''[[Journal of Curriculum Studies]] | [[Koeno Gravemeijer|Gravemeijer, K.]], & [[Jan Terwel|Terwel, J.]] (2000). [[Gravemeijer & Terwel (2000)|Hans Freudenthal: A mathematician on didactics and curriculum theory]]. ''[[Journal of Curriculum Studies]], 32(6)'', 777–796. http://doi.org/10.1080/00220270050167170 | ||
[[Koeno Gravemeijer|Gravemeijer, K.]] (1997). [[Gravemeijer (1997)|Solving word problems: A case of modelling?]] ''[[Learning and Instruction]] | [[Koeno Gravemeijer|Gravemeijer, K.]] (1997). [[Gravemeijer (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 | ||
[[Koeno Gravemeijer|Gravemeijer, K.]] (1994). [[Gravemeijer (1994) JRME|Educational development and developmental research in mathematics education]]. ''[[Journal for Research in Mathematics Education]] | [[Koeno Gravemeijer|Gravemeijer, K.]] (1994). [[Gravemeijer (1994) JRME|Educational development and developmental research in mathematics education]]. ''[[Journal for Research in Mathematics Education]], 25(5)'', 443. http://doi.org/10.2307/749485 | ||
[[Koeno Gravemeijer|Gravemeijer, K.]] (1994). ''[[Gravemeijer (1994) (dissertation)|Developing Realistic Mathematics Education]]''. University of Utrecht. | [[Koeno Gravemeijer|Gravemeijer, K.]] (1994). ''[[Gravemeijer (1994) (dissertation)|Developing Realistic Mathematics Education]]''. University of Utrecht. | ||
Latest revision as of 18:25, 27 March 2016
- 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)
Publications
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.