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Kool, M. & Keijzer, R. (2015). Excellent student teachers of a Dutch teacher education institute for primary education develop their ability to create mathematical problems. In: G. Makrides (red). EAPRIL Conference Proceedings (November 26-28, 2014 Nicosia, Cyprus) (pp. 160-177). Leuven: EAPRIL
Two teacher educators at a teacher education institute for primary education in the Netherlands invited some excellent student teachers to join them in creating a website with mathematical problems for their fellow student teachers. Their „colleagues‟ could then use these problems to prepare for a nationwide mathematics test. The teacher educators tried to teach the excellent student teachers how to create appropriate problems and coached them in achieving this ambitious aim. They developed a learning environment and continuously observed and evaluated the motivational and mathematical level of the student teachers to improve their learning environment if necessary. After some time the student teachers themselves participated in this cyclic reflective improvement process of their learning environment. The development of the learning environment was the object of this case study.
The student teachers who finally reached the end of the trajectory extended their mathematical knowledge for teaching considerably. A learning environment with well-balanced attention for competence, relatedness and autonomy seems valuable for the excellent student teachers to reach their aim, especially when teacher educators and student teachers work together in a continuous cyclic search for the best balance between the valuable aspects of the learning environment.
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.
