Keijzer, R. (2015). Changing the pass mark for the mathematics entrance test. In: G. Makrides (red). EAPRIL Conference Proceedings (November 26-28, 2014 Nicosia, Cyprus) (pp. 254-269). Leuven: EAPRIL
Raising the pass mark for the entrance math test for prospective primary teachers has led to several unexpected processes in a Dutch teacher education institute. These include changing ownership of the math test from the group of math educators to the whole institute‟s team of teacher educators, the development of practice based theories on prospective teacher math learning by teacher educators and a discourse within the institute that touched upon the tension between prospective teachers who do not pass the test having to abandon their study vs.
profiling the institute as setting high standards.
Thijs and Van den Akker‟s (2009) curricular spider web provided an instrument for explaining data from this case study. However, it also prompted a discussion on whether the curricular spider web is a useful instrument in the context of teacher education curriculum development.
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.
