Beyond flatland in primary school mathematics education

Summary

Preparing students for the 21st century means teaching them higher-order thinking (HOT). This requires thorough theoretical and practical understanding of how HOT develops and can be fostered. This Interlinked Research Project (IRP) aims to contribute to this understanding through a domain-specific conceptualization of HOT and focusing on primary mathematics education. While internationally, awareness is increasing that the foundation of mathematical HOT should be laid at a young age, in Dutch primary schools HOT is almost absent. To provide evidence for enriching the current mathematics curriculum, the IRP investigates in three part-projects what opportunities-to-learn HOT can be offered regarding dynamic data modeling, probability, and early algebra. The IRP is grounded in embodied cognition theory and representational re-description theory, and uses interventions with ICT based on variation theory. The design combines macro-genetic longitudinal studies (development over one school year) and micro-genetic studies nested within the macro-genetic studies (development over lesson series).

Output

Chapter in book

Professional publication

  • R.J. Blankespoor, M.H.A.M. van den Heuvel-Panhuizen, J. Boom, M. Veldhuis(2016): Gooien met een dobbelsteen: Redeneren over kans in groep 7 pp. 12 - 15
  • M. Otten, M.H.A.M. van den Heuvel-Panhuizen, M. Veldhuis(2016): Lala en de hangmobiel: redeneren met onbekenden pp. 8 - 11

Publications for the general public

  • M.H.A.M. Van den Heuvel-Panhuizen(2015): Beyond ‘Flatland’ in primary school mathematics education in the Netherlands
  • M. Veldhuis, M.H.A.M. Van den Heuvel-Panhuizen(2016): Beyond Flatland… wiskunde op de basisschool
  • R.J. Blankespoor, M.H.A.M. Van den Heuvel-Panhuizen, M. Veldhuis, J. Boom, A. Dreher(2016): A pilot study on teaching probability in primary school
  • M.H.A.M. Van den Heuvel-Panhuizen(2016): Naar een meer wiskundig reken-wiskundecurriculum in het (Nederlandse) basisonderwijs
  • A.C.G Duijzer, M.H.A.M. Van den Heuvel-Panhuizen, M. Veldhuis, L.M. Doorman(2016): A pilot study on teaching graphing of change
  • M. Otten, M.H.A.M. Van den Heuvel-Panhuizen, M. Veldhuis, A. Heinze(2016): A pilot study on teaching early algebra
  • A.C.G. Duijzer, M.H.A.M. Van den Heuvel-Panhuizen, M. Veldhuis(2017): Grafieken en embodiment
  • M.H.A.M. Van den Heuvel-Panhuizen, M. Veldhuis(2017): Toward making the primary school mathematics curriculum more mathematical
  • A.C.G. Duijzer, M.H.A.M. Van den Heuvel-Panhuizen, M. Veldhuis, L.M. Doorman(2017): Dynamic Data Modelling: Graphing Change
  • R.J. Blankespoor, M.H.A.M. Van den Heuvel-Panhuizen, M. Veldhuis(2017): Kans in de rekenles
  • R.J. Blankespoor, M.H.A.M. Van den Heuvel-Panhuizen, M. Veldhuis, J. Boom, A. Lindemeier(2017): Probability in primary school
  • M. Otten, M.H.A.M. Van den Heuvel-Panhuizen, M. Veldhuis(2017): Gelijkheid ervaren met de hangmobiel
  • M. Otten, M.H.A.M. Van den Heuvel-Panhuizen, M. Veldhuis, A. Heinze(2017): Early algebra in primary school

Details

Project number

405-14-303

Main applicant

Prof. dr. M.H.A.M van den Heuvel-Panhuizen em.

Affiliated with

Universiteit Utrecht, Faculteit Sociale Wetenschappen, Departement Educatie & Pedagogiek

Team members

R.J. Blankespoor MSc, A.C.G. Duijzer MSc, M. Otten MSc, Dr. M Veldhuis MSc

Duration

01/05/2015 to 16/08/2019