Background: Creating coherence between school subjects mathematics and science and making these s... more Background: Creating coherence between school subjects mathematics and science and making these school subjects meaningful are still topical challenges. This study investigates how students make meaningful connections between mathematics, statistics, science and applications when they engage in a specially developed unit that is based on professional practices in which mathematical, statistical and scientific knowledge are used. The central question is to what extent professional practices can serve as meaningful contexts for senior high school students (aged 16 to 17) to help them make connections between mathematics, statistics, science and professional practices. In order to answer this question, we focused on two sub-questions: (1) ? How meaningful do students find an instructional unit that is based on professional practices in which statistics plays a role?? and (2) ? To what extent are students able to show awareness of the connections between mathematics, statistics, science within the instructional unit and professional practices??. Results: Questionnaires on the opinions of 415 students (388 before and 27 after completing two chapters of the unit) on the educational strategy and student work are used to answer the central question. The analysis of responses to questionnaires shows that students consider an educational strategy based on authentic professional practices meaningful. These results are also confirmed by the findings in the analysis of the second sub-question. Conclusions: The results indicate that an educational strategy based on professional practices can help students make connections between mathematics, statistics, science and professional practices.
To support 11th-grade students' informal inferential reasoning, a teaching and learn... more To support 11th-grade students' informal inferential reasoning, a teaching and learning strategy was designed based on authentic practices in which professionals use correlation or linear regression. These practices included identifying suitable physical training programmes, ...
Measurement activities were designed in this study on the basis of authentic professional practic... more Measurement activities were designed in this study on the basis of authentic professional practices in which linear regression is used, to study considerations of variability by students in Grade 12 (aged 17-18). The question addressed in this article is: In what ways do secondary students consider variability within these measurement activities? Analysis of students' reasoning during these activities in one classroom (N = 13) suggests that students considered variability in four ways: noticing and acknowledging variability, measuring variability, explaining variability, and using investigative strategies to handle variability. We conclude that the measurement tasks based on authentic professional practices helped students to reason with relevant aspects of variability. Finally, we discuss curricular and research implications.
Samenvatting Het creeren van curriculaire samenhang tussen de betavakken en het betekenisvol make... more Samenvatting Het creeren van curriculaire samenhang tussen de betavakken en het betekenisvol maken van deze vakken zijn nog steeds actuele uitdagingen. In deze studie is onderzocht hoe leerlingen in een speciaal ontwikkelde module betekenisvolle verbanden tussen wiskunde, statistiek, de natuurwetenschappen en toepassingsgebieden leggen. Kenmerkend voor deze module is dat ze is gebaseerd op beroepspraktijken waarin wiskundige, statistische en natuurwetenschappelijke kennis wordt toegepast. De centrale vraag is in hoeverre beroepspraktijken als betekenisvolle contexten kunnen fungeren om leerlingen uit 5 en 6 vwo verbanden tussen wiskunde, statistiek, natuurwetenschappen en beroepspraktijken te laten leggen. Enquetes naar de meningen van leerlingen (388 vooraf en 27 na het doorlopen van twee hoofdstukken) over de gekozen onderwijsleerstrategie en geschreven teksten van leerlingen zijn gebruikt om deze vraag te beantwoorden. De analyse van de respons op de enquetes laat zien dat leerli...
This study from 2019 investigates whether the impact on a STEM teacher’s evidence-informed teachi... more This study from 2019 investigates whether the impact on a STEM teacher’s evidence-informed teaching approach using the evidence of flipping the classroom research improves students’ (13–14 years old) motivation in a Dutch setting and if this approach allows students to perform better. We report this approach in line with the cycle of expansive learning of Engestrom. We asked: “To what extent can evidence based on the flipping the classroom approach improve the motivation and results of grade 8 preuniversity track students doing mathematics?”, followed by the subquestions: “To what extent does education by the FtCA increase student motivation?” and “To what extent does education by the FtCA ensure better test results for students?”. A questionnaire is used to investigate to what extent the motivation of students increased, and a teacher is interviewed about his experiences with the “flipping the classroom” model. To test whether the results have improved, a pre- and post-test is take...
In deze boekbespreking aandacht voor het veertigste deel uit de Zebra-reeks: “Kantelpunten en alt... more In deze boekbespreking aandacht voor het veertigste deel uit de Zebra-reeks: “Kantelpunten en alternatieve evenwichten”. De Zebra-reeks is bedoeld voor vwo-leerlingen en iedereen die belangstelling heeft voor wiskundige toepassingen. De auteurs van dit deeltje, Hemerik, van Nes en van de Pol, zijn erin geslaagd om aan deze doelgroep, op een interessante en toegankelijke manier, kantelpunten en evenwichten met betrekking tot de theorie van differentiaalvergelijkingen uit te leggen.
One of the key challenges in mathematics and science education in secondary schools is to establi... more One of the key challenges in mathematics and science education in secondary schools is to establish coherence between these school subjects. According to this PhD thesis statistical modelling can be a way to let students experience the connections between mathematics and science. The purpose of this design-based research was to gain insight into how to support upper-secondary school students’ learning and understanding of correlation and regression models. The main research question was: What are characteristics of a valid and effective teaching and learning strategy to teach students about correlation and regression in such a way that they experience coherence between mathematics and the natural sciences? The design principle was to base the instructional activities on authentic problems in professional practices. We tested the evolving teaching and learning strategy in four studies. After a broad focus on statistical reasoning, the thesis zooms in on several specific concepts requ...
Ondertitel: Een interventiestudie in een opleiding psychologie Proefschrift Open Universiteit Ned... more Ondertitel: Een interventiestudie in een opleiding psychologie Proefschrift Open Universiteit Nederland, Heerlen (2008) Auteur: H. van Buuren ISBN: 9789035808171
Creating coherence between mathematics and science, and making these school subjects meaningful a... more Creating coherence between mathematics and science, and making these school subjects meaningful are still topical challenges. This study investigated how students made meaningful connections between mathematics, statistics, science and applications when they engaged in a specially developed unit. This unit is based on professional practices in which mathematical, statistical and scientific knowledge is used. The central question is to what extent professional practices can serve as meaningful contexts for senior high school students (aged 16-17) to help them make connections between mathematics, statistics, science and professional practices. Surveys on the opinions of students (388 before and 27 after completing two chapters of the unit) on the educational strategy, and student work are used to answer this question. The analysis of responses to surveys shows that students consider an educational strategy based on authentic professional practices meaningful. The results indicate tha...
For the teaching of modeling correlation and regression an 11th-grade unit was designed on the ba... more For the teaching of modeling correlation and regression an 11th-grade unit was designed on the basis of authentic practices in which practitioners use linear regression models. These practices include identifying suitable sports training programmes, dike monitoring and calibration of ...
Many researchers aim to improve science and mathematics education by searching for methods that m... more Many researchers aim to improve science and mathematics education by searching for methods that make scientific concepts and activities more meaningful to students. Over the past decades various approaches have been proposed and tested, for example context-based science and mathematics education. Gilbert (2006) classifies four canonical models of "context" used in chemical education and argues on theoretical grounds that the model of interpreting context as an authentic practice is the most promising one. Examples of recent research in which the design of science units is based on authentic practices are Prins et al. , Westbroek (2005) and Westra . Their goal was to investigate how elements from authentic practices could be converted to elements of a learning environment in which students experience the concepts learned and the learning itself as functional. Relevant elements are goals of an authentic practice, motives to perform certain actions, and procedures and knowledge used as tools to achieve particular goals. Such elements from an authentic practice can inspire the design of an "educational version" of that practice. It is a challenge to transform elements from a scientific authentic practice to an educational version of such a practice such that actions can be carried out by students and the knowledge and skills they gain are functional in reaching a meaningful goal. Building on this research, the question in this study is how authentic practices can be used to design a learning environment in which students of grade 11 (age 16-17 years, pre-university track) learn statistical modelling in such a way that they can use it in different contexts.
Background: Creating coherence between school subjects mathematics and science and making these s... more Background: Creating coherence between school subjects mathematics and science and making these school subjects meaningful are still topical challenges. This study investigates how students make meaningful connections between mathematics, statistics, science and applications when they engage in a specially developed unit that is based on professional practices in which mathematical, statistical and scientific knowledge are used. The central question is to what extent professional practices can serve as meaningful contexts for senior high school students (aged 16 to 17) to help them make connections between mathematics, statistics, science and professional practices. In order to answer this question, we focused on two sub-questions: (1) ? How meaningful do students find an instructional unit that is based on professional practices in which statistics plays a role?? and (2) ? To what extent are students able to show awareness of the connections between mathematics, statistics, science within the instructional unit and professional practices??. Results: Questionnaires on the opinions of 415 students (388 before and 27 after completing two chapters of the unit) on the educational strategy and student work are used to answer the central question. The analysis of responses to questionnaires shows that students consider an educational strategy based on authentic professional practices meaningful. These results are also confirmed by the findings in the analysis of the second sub-question. Conclusions: The results indicate that an educational strategy based on professional practices can help students make connections between mathematics, statistics, science and professional practices.
To support 11th-grade students' informal inferential reasoning, a teaching and learn... more To support 11th-grade students' informal inferential reasoning, a teaching and learning strategy was designed based on authentic practices in which professionals use correlation or linear regression. These practices included identifying suitable physical training programmes, ...
Measurement activities were designed in this study on the basis of authentic professional practic... more Measurement activities were designed in this study on the basis of authentic professional practices in which linear regression is used, to study considerations of variability by students in Grade 12 (aged 17-18). The question addressed in this article is: In what ways do secondary students consider variability within these measurement activities? Analysis of students' reasoning during these activities in one classroom (N = 13) suggests that students considered variability in four ways: noticing and acknowledging variability, measuring variability, explaining variability, and using investigative strategies to handle variability. We conclude that the measurement tasks based on authentic professional practices helped students to reason with relevant aspects of variability. Finally, we discuss curricular and research implications.
Samenvatting Het creeren van curriculaire samenhang tussen de betavakken en het betekenisvol make... more Samenvatting Het creeren van curriculaire samenhang tussen de betavakken en het betekenisvol maken van deze vakken zijn nog steeds actuele uitdagingen. In deze studie is onderzocht hoe leerlingen in een speciaal ontwikkelde module betekenisvolle verbanden tussen wiskunde, statistiek, de natuurwetenschappen en toepassingsgebieden leggen. Kenmerkend voor deze module is dat ze is gebaseerd op beroepspraktijken waarin wiskundige, statistische en natuurwetenschappelijke kennis wordt toegepast. De centrale vraag is in hoeverre beroepspraktijken als betekenisvolle contexten kunnen fungeren om leerlingen uit 5 en 6 vwo verbanden tussen wiskunde, statistiek, natuurwetenschappen en beroepspraktijken te laten leggen. Enquetes naar de meningen van leerlingen (388 vooraf en 27 na het doorlopen van twee hoofdstukken) over de gekozen onderwijsleerstrategie en geschreven teksten van leerlingen zijn gebruikt om deze vraag te beantwoorden. De analyse van de respons op de enquetes laat zien dat leerli...
This study from 2019 investigates whether the impact on a STEM teacher’s evidence-informed teachi... more This study from 2019 investigates whether the impact on a STEM teacher’s evidence-informed teaching approach using the evidence of flipping the classroom research improves students’ (13–14 years old) motivation in a Dutch setting and if this approach allows students to perform better. We report this approach in line with the cycle of expansive learning of Engestrom. We asked: “To what extent can evidence based on the flipping the classroom approach improve the motivation and results of grade 8 preuniversity track students doing mathematics?”, followed by the subquestions: “To what extent does education by the FtCA increase student motivation?” and “To what extent does education by the FtCA ensure better test results for students?”. A questionnaire is used to investigate to what extent the motivation of students increased, and a teacher is interviewed about his experiences with the “flipping the classroom” model. To test whether the results have improved, a pre- and post-test is take...
In deze boekbespreking aandacht voor het veertigste deel uit de Zebra-reeks: “Kantelpunten en alt... more In deze boekbespreking aandacht voor het veertigste deel uit de Zebra-reeks: “Kantelpunten en alternatieve evenwichten”. De Zebra-reeks is bedoeld voor vwo-leerlingen en iedereen die belangstelling heeft voor wiskundige toepassingen. De auteurs van dit deeltje, Hemerik, van Nes en van de Pol, zijn erin geslaagd om aan deze doelgroep, op een interessante en toegankelijke manier, kantelpunten en evenwichten met betrekking tot de theorie van differentiaalvergelijkingen uit te leggen.
One of the key challenges in mathematics and science education in secondary schools is to establi... more One of the key challenges in mathematics and science education in secondary schools is to establish coherence between these school subjects. According to this PhD thesis statistical modelling can be a way to let students experience the connections between mathematics and science. The purpose of this design-based research was to gain insight into how to support upper-secondary school students’ learning and understanding of correlation and regression models. The main research question was: What are characteristics of a valid and effective teaching and learning strategy to teach students about correlation and regression in such a way that they experience coherence between mathematics and the natural sciences? The design principle was to base the instructional activities on authentic problems in professional practices. We tested the evolving teaching and learning strategy in four studies. After a broad focus on statistical reasoning, the thesis zooms in on several specific concepts requ...
Ondertitel: Een interventiestudie in een opleiding psychologie Proefschrift Open Universiteit Ned... more Ondertitel: Een interventiestudie in een opleiding psychologie Proefschrift Open Universiteit Nederland, Heerlen (2008) Auteur: H. van Buuren ISBN: 9789035808171
Creating coherence between mathematics and science, and making these school subjects meaningful a... more Creating coherence between mathematics and science, and making these school subjects meaningful are still topical challenges. This study investigated how students made meaningful connections between mathematics, statistics, science and applications when they engaged in a specially developed unit. This unit is based on professional practices in which mathematical, statistical and scientific knowledge is used. The central question is to what extent professional practices can serve as meaningful contexts for senior high school students (aged 16-17) to help them make connections between mathematics, statistics, science and professional practices. Surveys on the opinions of students (388 before and 27 after completing two chapters of the unit) on the educational strategy, and student work are used to answer this question. The analysis of responses to surveys shows that students consider an educational strategy based on authentic professional practices meaningful. The results indicate tha...
For the teaching of modeling correlation and regression an 11th-grade unit was designed on the ba... more For the teaching of modeling correlation and regression an 11th-grade unit was designed on the basis of authentic practices in which practitioners use linear regression models. These practices include identifying suitable sports training programmes, dike monitoring and calibration of ...
Many researchers aim to improve science and mathematics education by searching for methods that m... more Many researchers aim to improve science and mathematics education by searching for methods that make scientific concepts and activities more meaningful to students. Over the past decades various approaches have been proposed and tested, for example context-based science and mathematics education. Gilbert (2006) classifies four canonical models of "context" used in chemical education and argues on theoretical grounds that the model of interpreting context as an authentic practice is the most promising one. Examples of recent research in which the design of science units is based on authentic practices are Prins et al. , Westbroek (2005) and Westra . Their goal was to investigate how elements from authentic practices could be converted to elements of a learning environment in which students experience the concepts learned and the learning itself as functional. Relevant elements are goals of an authentic practice, motives to perform certain actions, and procedures and knowledge used as tools to achieve particular goals. Such elements from an authentic practice can inspire the design of an "educational version" of that practice. It is a challenge to transform elements from a scientific authentic practice to an educational version of such a practice such that actions can be carried out by students and the knowledge and skills they gain are functional in reaching a meaningful goal. Building on this research, the question in this study is how authentic practices can be used to design a learning environment in which students of grade 11 (age 16-17 years, pre-university track) learn statistical modelling in such a way that they can use it in different contexts.
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