Keijzer, R & Kools, Q. (2019). Mathematics teacher educators’ professional development as by-product of practice based research: the elwier research group. In EAPRIL 2018 Conference Proceedings (pp.21-36). EAPRIL: Portorož, Slovenia.
In the ELWIeR (Expertise centre mathematics teacher education) research group about 25 mathematics teacher educators in primary teacher education reflect on mathematics in primary teacher education. This group developed from a network group which started in the 1980’s. About ten years ago the group refocused becoming a research group. Members in the group perform practice based research aimed at improving their practice or participate in the group as critical friends for others. In doing so, they share ideas, methods and results in the research group meetings and on a LinkedIn forum. Reasons for participating are the felt need to improve teacher education practice and in doing so learn about teacher education and research on teacher education. Although never an aim in itself, the ELWIeR research group functions as professional learning community (PLC). This research in retrospective focuses at the ELWIeR research group as PLC and answers the question why and how this group could become an effective professional learning community as it is, while becoming a learning community was never opted for.
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.
