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Results: 97
Number of items: 97
  • Open Access
    Calor, S. M., Dekker, R., van Drie, J. P., & Volman, M. L. L. (2024). Improving the quality of mathematical discussions: The impact of small-group scaffolding. Learning, Culture and Social Interaction, 49, Article 100858. https://doi.org/10.1016/j.lcsi.2024.100858
  • Open Access
    Calor, S. M. (2024). Scaffolding small groups’ mathematics learning. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Calor, S. M., Dekker, R., van Drie, J. P., & Volman, M. L. L. (2022). Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions. Journal of the Learning Sciences, 31(3), 369-407. https://doi.org/10.1080/10508406.2021.2024834
  • Open Access
    Göksen-Zayim, S., Pik, D., Dekker, R., & van Boxtel, C. (2021). Mathematical modelling in Dutch lower secondary education: An explorative study zooming in on conceptualization. In F. K. S. Leung, G. A. Stillman, G. Kaiser, & K. L. Wong (Eds.), Mathematical modelling education in East and West (pp. 227-237). (International Perspectives on the Teaching and Learning of Mathematical Modelling). Springer. https://doi.org/10.1007/978-3-030-66996-6_19
  • Open Access
    Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2020). "Let us discuss math"; Effects of shiftproblem lessons on mathematical discussions and level raising in early algebra. Mathematics Education Research Journal, 32(4), 743-763. https://doi.org/10.1007/s13394-019-00278-x
  • Kneppers, L., Fürstenau, B., Dekker, R., & Schellings, G. (2018). Concept mapping or summary writing as learning tools in problem oriented vocational education and training. (Dresdner Beiträge zur Wirtschafspädagogik; No. 03/2018). Technische Universität Dresden.
  • Palha, S., Dekker, R., & Gravemeijer, K. (2015). The effect of shift-problem lessons in the mathematics classsroom. International Journal of Science and Mathematics Education, 13(6), 1589-1623. https://doi.org/10.1007/s10763-014-9543-z
  • Open Access
    Dekker, R. (2015). Proceshulp bij samenwerkend wiskunde leren: lastig maar wel essentieel. Euclides, 90(5), 18-21. https://www.nvvw.nl/20466/euclides/euclides-90-5.html
  • van Drie, J., & Dekker, R. (2013). Theoretical triangulation as an approach for revealing the complexity of a classroom discussion. British Educational Research Journal, 39(2), 338-360. https://doi.org/10.1080/01411926.2011.652069
  • Palha, S., Dekker, R., Gravemeijer, K., & van Hout-Wolters, B. (2013). Developing shift problems to foster geometrical proof and understanding. The Journal of Mathematical Behavior, 32(2), 142-159. https://doi.org/10.1016/j.jmathb.2012.12.002
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