Otten, M., Van den Heuvel-Panhuizen, M., Veldhuis, M., & Heinze, A. (2019). Fifth-grade students solving linear equations supported by physical experiences. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 646–653). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
The aim of this study was to investigate the effect of a six-lesson teaching intervention on fifthgrade students’ linear equation solving abilities. A hanging mobile, a balance model consisting of a horizontal beam with on each side a number of bags hanging on a chain, played a central role in this intervention. In total, 213 fifth-graders participated in one of the two intervention conditions or in the control condition. The intervention conditions differed with respect to the type of hanging mobile; either a physical hanging mobile that students could manipulate or a static version on paper. Preliminary analyses of the scores on the pre- and post-test seemed to show an improvement in students’ linear equation solving abilities for students in both intervention conditions. Students, who worked in an embodied learning environment with a physical hanging mobile, seemed to show more improvement than students who worked with a paper-based mobile.
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.