Otten, M., Van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J., & Heinze, A. (2020). Are physical experiences with the balance model beneficial for students’ algebraic reasoning? An evaluation of two learning environments for linear equations. Education Sciences, 10(6), 163.
The balance model is often used for teaching linear equation solving. Little research has investigated the influence of various representations of this model on students’ learning outcomes. In this quasi-experimental study, we examined the effects of two learning environments with balance models on primary school students’ reasoning related to solving linear equations. The sample comprised 212 fifth-graders. Students’ algebraic reasoning was measured four times over the school year; students received lessons in between two of these measurements. Students in Intervention Condition 1 were taught linear equation solving in a learning environment with only pictorial representations of the balance model, while students in Intervention Condition 2 were taught in a learning environment with both physical and pictorial representations of the balance model, which allowed students to manipulate the model. Multi-group latent variable growth curve modelling revealed a significant improvement in algebraic reasoning after students’ participation in either of the two intervention conditions, but no significant differences were found between intervention conditions. The findings suggest that the representation of the balance model did not differentially affect students’ reasoning. However, analyzing students’ reasoning qualitatively revealed that students who worked with the physical balance model more often used representations of the model or advanced algebraic strategies, suggesting that different representations of the balance model might play a different role in individual learning processes
Van der Zee, S., Bredeweg, B., Embrechts, A., Hotze, A., Jonker, V., Keijzer, R., Kruiskamp, M., Nieveen, N., Muller – van der Molen, A., Pennink, D., Pijls, M., & Poortman, C. (2023). STEM-netwerk: leren van een landelijk lerend netwerk. Tijdschrift voor Lerarenopleiders, 44(2), 21-36.
Vollmuller, B., Veldhuis, M., Otten, M., Stuber, S., Anantharajan, M., & Keijzer, R. (2023). Developing functional thinking from teacher education to primary school: students walk along the number line. Presented at: CERME13 in Budapest, Hungary.
Understanding of, and reasoning about, descriptions of relations between quantities is an important aspect of mathematical learning and essential for anyone to function in society. Performing, guiding, and designing activities to support functional thinking is currently not part of the curriculum neither in primary education nor teacher education in the Netherlands. Activities for both primary education and teacher education are developed as part of the Erasmus+ Strategic Partnership FunThink. This poster shows how two preservice teachers translate activities on functional thinking from teacher education to practice. We concluded that these preservice teachers translate activities on functional thinking by mimicking most of the elements of the teacher education activity. The preservice teachers also make slight adaptations to the activity based on their own beliefs and interpretation of the activity and the perceived ability of their students.
Keijzer, R. (2023). Conceptueel kijken naar breuken. Volgens Bartjens – ontwikkeling en onderzoek, 42(5), 51-65.