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src="https://0.academia-photos.com/105574/29043/26727/s200_pauline.vos.jpeg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Pauline Vos</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://hvl-no.academia.edu/">Western Norway University of Applied Science</a>, <a class="u-tcGrayDarker" href="https://hvl-no.academia.edu/Departments/Department_of_Language_Literature_Mathematics_and_Interpreting/Documents">Department of Language, Literature, Mathematics and Interpreting</a>, <span class="u-tcGrayDarker">Faculty Member</span></div><div><a class="u-tcGrayDarker" href="https://agder.academia.edu/">University of Agder</a>, <a class="u-tcGrayDarker" href="https://agder.academia.edu/Departments/Faculty_of_Engineering_and_Science/Documents">Faculty of Engineering and Science</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button 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src="https://attachments.academia-assets.com/82195537/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73821207/Issues_and_Challenges_of_21st_Century_Assessment_in_Mathematics_Education">Issues and Challenges of 21st Century Assessment in Mathematics Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the 20th century, assessment in mathematics classrooms mainly focused on knowledge with low co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the 20th century, assessment in mathematics classrooms mainly focused on knowledge with low cognitive demands, in particular on testing students on memorized calculation procedures. In the 21 st century, we need to focus more on higher order thinking (HOT), which should also be reflected in mathematics assessment. This will require quite an overhaul, not only in assessment, but also of instruction as teachers will need to carefully look at how to best prepare students for assessment formats that activate HOT. In this chapter, we will explain that assessment tasks activating HOT focus on inquiry and creativity rather than on reproduction and imitation. To assist with analysing and redesigning tasks, we explain the usefulness of the Revised Bloom's Taxonomy as a framework to conceptualize cognitive processes (e.g., summarizing, comparing, explaining, exploring, analysing, critiquing, and creating). We will validate the framework through four exemplary types of tasks: problem-posing tasks, puzzle-problems, modelling tasks based on realistic questions, and cloze paragraphs; and we will discuss how assessment tasks can be designed or redesigned based on the framework. We will review some challenges in the research and development of mathematics assessment for the 21 st century, present research-based evidence on how assessment tasks activating HOT in mathematics can be accessible tasks that lead to a better conceptual understanding of mathematics, and finally, we discuss issues of reliability and validity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="814c48f7c9b16c7e7e9ac87ac8bf539a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82195537,"asset_id":73821207,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82195537/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73821207"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73821207"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73821207; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="62754124"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/62754124/Video_based_Word_Problems_or_Modelling_Projects_Classifying_ICT_based_Modelling_Tasks"><img alt="Research paper thumbnail of Video-based Word Problems or Modelling Projects-Classifying ICT-based Modelling Tasks" class="work-thumbnail" src="https://attachments.academia-assets.com/75423576/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/62754124/Video_based_Word_Problems_or_Modelling_Projects_Classifying_ICT_based_Modelling_Tasks">Video-based Word Problems or Modelling Projects-Classifying ICT-based Modelling Tasks</a></div><div class="wp-workCard_item"><span>Mathematical Modelling Education in East and West</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Mathematical modelling tasks increasingly feature the use of digital tools and media. In this cha...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Mathematical modelling tasks increasingly feature the use of digital tools and media. In this chapter, we discuss the wide variety of these. Until now, classifications for modelling tasks did not consider the use of tools and media. Therefore, we developed a new classification for ICT-based modelling tasks. One class relates to mathematics; the others differentiate across (1) modelling aspects unrelated to tool and media, (2) the task context, (3) the digital tools and media (CAS, Wikipedia, type of feedback, etc.) and (4) students' anticipated activities guided by task regulations, such as group work or time restrictions. The classification was validated with three example tasks. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41095841"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41095841/Ark_Flyt_diagrammer"><img alt="Research paper thumbnail of Ark Flyt diagrammer" class="work-thumbnail" src="https://attachments.academia-assets.com/61355627/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41095841/Ark_Flyt_diagrammer">Ark Flyt diagrammer</a></div><div class="wp-workCard_item"><span>Ark Flyt diagrammer</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">dette et arbeidsark for å lære om sankey diagrammer (flyt diagrammer) med elever i 8. trinn (elle...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">dette et arbeidsark for å lære om sankey diagrammer (flyt diagrammer) med elever i 8. trinn (eller 7. eller 9.)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="77f521bf882db1fc6ff1ebfac285ffb3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61355627,"asset_id":41095841,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61355627/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41095841"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41095841"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41095841; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41095813"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41095813/Sankey_diagrams"><img alt="Research paper thumbnail of Sankey diagrams" class="work-thumbnail" src="https://attachments.academia-assets.com/61355609/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41095813/Sankey_diagrams">Sankey diagrams</a></div><div class="wp-workCard_item"><span>Sankey Diagrams</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is a classroom worksheet for grade 8 (or 7 or 9) to learn about data visualization, in parti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is a classroom worksheet for grade 8 (or 7 or 9) to learn about data visualization, in particular the use of Sankey Diagrams</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="90143141ecd1c9e078e09743a971edc0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61355609,"asset_id":41095813,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61355609/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41095813"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41095813"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41095813; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33904859"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33904859/Solving_Rate_of_Change_Tasks_with_a_Graphing_Calculator_a_Case_Study_on_Instrumental_Genesis"><img alt="Research paper thumbnail of Solving Rate of Change Tasks with a Graphing Calculator: a Case Study on Instrumental Genesis" class="work-thumbnail" src="https://attachments.academia-assets.com/53876786/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33904859/Solving_Rate_of_Change_Tasks_with_a_Graphing_Calculator_a_Case_Study_on_Instrumental_Genesis">Solving Rate of Change Tasks with a Graphing Calculator: a Case Study on Instrumental Genesis</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://hvl-no.academia.edu/PaulineVos">Pauline Vos</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PaulDrijvers">Paul Drijvers</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MartinGoedhart">Martin Goedhart</a></span></div><div class="wp-workCard_item"><span>Digital Experiences in Mathematics Education</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In an increasing number of mathematics classes throughout the world, technology is being used fo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In an increasing number of mathematics classes throughout the world, technology <br />is being used for the teaching and learning of mathematics. But knowledge is <br />limited about the long-term development of students’ mathematical thinking when <br />learning mathematics with the use of technology. This article reports on the development <br />of a student and the role of the graphing calculator (GC) in his learning about derivatives <br />and instantaneous rate of change. This case is compelling, because the student is an <br />intensive user of the GC and develops flexible problem-solving techniques – techniques <br />which differ from those of his peers and from what he was taught in mathematics class. <br />We used the framework of instrumental genesis to investigate how this student’s <br />mathematical thinking was affected by the use of the GC. Over a 2-year period, we <br />administered four task-based interviews involving problems on instantaneous rate of <br />change situated in contexts. We found that the use of the GC may facilitate a learning <br />process in which instrumentation schemes involving symbolical representations develop <br />separately from those for the graphical and numerical use of the GC.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8253f812d87342144427e7c8217cb437" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53876786,"asset_id":33904859,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53876786/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33904859"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33904859"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33904859; 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(2010). ICT (Information Communication Technologies) in mathematics education: Exploring students’ learning experiences when using a Dynamic geometry Software (DGS) tool in geometry class. Saarbrücken, Germany: Lambert Academic Publishing." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/424597/Medhiyev_R_and_Vos_P_2010_ICT_Information_Communication_Technologies_in_mathematics_education_Exploring_students_learning_experiences_when_using_a_Dynamic_geometry_Software_DGS_tool_in_geometry_class_Saarbr%C3%BCcken_Germany_Lambert_Academic_Publishing">Medhiyev, R. & Vos, P. (2010). 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(2002). Like an Ocean Liner Changing Course; the Grade 8 Mathematics Curriculum in the Netherlands 1995-2000. Enschede, the Netherlands: University of Twente." class="work-thumbnail" src="https://attachments.academia-assets.com/1851177/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/281990/Vos_P_2002_Like_an_Ocean_Liner_Changing_Course_the_Grade_8_Mathematics_Curriculum_in_the_Netherlands_1995_2000_Enschede_the_Netherlands_University_of_Twente">Vos, P. (2002). Like an Ocean Liner Changing Course; the Grade 8 Mathematics Curriculum in the Netherlands 1995-2000. Enschede, the Netherlands: University of Twente.</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a4d575698959c7bf789d25e3f6d69dc0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1851177,"asset_id":281990,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1851177/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="281990"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="281990"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 281990; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=281990]").text(description); $(".js-view-count[data-work-id=281990]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 281990; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='281990']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a4d575698959c7bf789d25e3f6d69dc0" } } $('.js-work-strip[data-work-id=281990]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":281990,"title":"Vos, P. 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</script> <div class="js-work-strip profile--work_container" data-work-id="281992"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/281992/Bos_K_Tj_and_Vos_F_P_2000_Nederland_in_TIMSS_1999_exacte_vakken_in_leerjaar_2_van_het_voortgezet_onderwijs_The_Netherlands_in_TIMSS_99_mathematics_and_science_at_grade_8_level_Enschede_the_Netherlands_OCTO_University_of_Twente"><img alt="Research paper thumbnail of Bos, K.Tj. & Vos, F.P. (2000). Nederland in TIMSS-1999, exacte vakken in leerjaar 2 van het voortgezet onderwijs [The Netherlands in TIMSS-99, mathematics and science at grade 8 level]. Enschede, the Netherlands: OCTO, University of Twente." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/281992/Bos_K_Tj_and_Vos_F_P_2000_Nederland_in_TIMSS_1999_exacte_vakken_in_leerjaar_2_van_het_voortgezet_onderwijs_The_Netherlands_in_TIMSS_99_mathematics_and_science_at_grade_8_level_Enschede_the_Netherlands_OCTO_University_of_Twente">Bos, K.Tj. & Vos, F.P. (2000). Nederland in TIMSS-1999, exacte vakken in leerjaar 2 van het voortgezet onderwijs [The Netherlands in TIMSS-99, mathematics and science at grade 8 level]. Enschede, the Netherlands: OCTO, University of Twente.</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="281992"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="281992"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 281992; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=281992]").text(description); $(".js-view-count[data-work-id=281992]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 281992; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='281992']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=281992]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":281992,"title":"Bos, K.Tj. \u0026 Vos, F.P. (2000). Nederland in TIMSS-1999, exacte vakken in leerjaar 2 van het voortgezet onderwijs [The Netherlands in TIMSS-99, mathematics and science at grade 8 level]. 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(1995). Liegen met wiskunde; normen en waarden in exacte vakken [Lying with mathematics; norms and values in science and mathematics]. Utrecht, the Netherlands: Stichting Techniek en Onderwijs/Hogeschool van Utrecht." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/281996/Vos_P_1995_Liegen_met_wiskunde_normen_en_waarden_in_exacte_vakken_Lying_with_mathematics_norms_and_values_in_science_and_mathematics_Utrecht_the_Netherlands_Stichting_Techniek_en_Onderwijs_Hogeschool_van_Utrecht">Vos, P. (1995). Liegen met wiskunde; normen en waarden in exacte vakken [Lying with mathematics; norms and values in science and mathematics]. Utrecht, the Netherlands: Stichting Techniek en Onderwijs/Hogeschool van Utrecht.</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="281996"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="281996"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 281996; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=281996]").text(description); $(".js-view-count[data-work-id=281996]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 281996; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='281996']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=281996]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":281996,"title":"Vos, P. (1995). Liegen met wiskunde; normen en waarden in exacte vakken [Lying with mathematics; norms and values in science and mathematics]. Utrecht, the Netherlands: Stichting Techniek en Onderwijs/Hogeschool van Utrecht.","internal_url":"https://www.academia.edu/281996/Vos_P_1995_Liegen_met_wiskunde_normen_en_waarden_in_exacte_vakken_Lying_with_mathematics_norms_and_values_in_science_and_mathematics_Utrecht_the_Netherlands_Stichting_Techniek_en_Onderwijs_Hogeschool_van_Utrecht","owner_id":105574,"coauthors_can_edit":false,"owner":{"id":105574,"first_name":"Pauline","middle_initials":null,"last_name":"Vos","page_name":"PaulineVos","domain_name":"hvl-no","created_at":"2009-12-27T06:05:53.576-08:00","display_name":"Pauline Vos","url":"https://hvl-no.academia.edu/PaulineVos"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="281995"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/281995/Wester_F_Sint_M_and_Vos_P_1989_Formele_talen_en_automatentheorie_Formal_languages_and_automata_theory_Heerlen_the_Netherlands_Open_University"><img alt="Research paper thumbnail of Wester, F., Sint, M. & Vos, P. (1989). Formele talen en automatentheorie [Formal languages and automata theory]. Heerlen, the Netherlands: Open University." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/281995/Wester_F_Sint_M_and_Vos_P_1989_Formele_talen_en_automatentheorie_Formal_languages_and_automata_theory_Heerlen_the_Netherlands_Open_University">Wester, F., Sint, M. & Vos, P. (1989). Formele talen en automatentheorie [Formal languages and automata theory]. Heerlen, the Netherlands: Open University.</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="281995"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="281995"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 281995; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=281995]").text(description); $(".js-view-count[data-work-id=281995]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 281995; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='281995']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=281995]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":281995,"title":"Wester, F., Sint, M. \u0026 Vos, P. (1989). Formele talen en automatentheorie [Formal languages and automata theory]. Heerlen, the Netherlands: Open University.","internal_url":"https://www.academia.edu/281995/Wester_F_Sint_M_and_Vos_P_1989_Formele_talen_en_automatentheorie_Formal_languages_and_automata_theory_Heerlen_the_Netherlands_Open_University","owner_id":105574,"coauthors_can_edit":false,"owner":{"id":105574,"first_name":"Pauline","middle_initials":null,"last_name":"Vos","page_name":"PaulineVos","domain_name":"hvl-no","created_at":"2009-12-27T06:05:53.576-08:00","display_name":"Pauline Vos","url":"https://hvl-no.academia.edu/PaulineVos"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Pauline Vos</h3></div><div class="js-work-strip profile--work_container" data-work-id="123258829"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123258829/Making_sense_of_journalistic_COVID_19_data_visualizations_an_in_depth_study_of_two_adults_visual_numeric_literacy"><img alt="Research paper thumbnail of Making sense of journalistic COVID-19 data visualizations: an in-depth study of two adults’ visual-numeric literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/117732965/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123258829/Making_sense_of_journalistic_COVID_19_data_visualizations_an_in_depth_study_of_two_adults_visual_numeric_literacy">Making sense of journalistic COVID-19 data visualizations: an in-depth study of two adults’ visual-numeric literacy</a></div><div class="wp-workCard_item"><span>Adults Learning Mathematics,an International Journal</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 2020, the COVID-19 pandemic urged authorities to share quantitative information such as infect...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 2020, the COVID-19 pandemic urged authorities to share quantitative information such as infection and death rates. One way of disseminating was through graphs, maps, and diagrams. Such data visualizations communicate numeric data in compact ways, but also require a particular mathematical literacy from readers. We conceptualized this particular mathematical literacy as visual-numeric literacy. To study it, we interviewed two young adults with higher education but low confidence in mathematics and asked them to make sense of COVID-19 data visualizations from journalistic digital media. An in-depth analysis of their visual-numeric literacy revealed that the two participants had developed various sense-making strategies. Their lived experience in the pandemic assisted them to overcome obstacles in mathematical sense-making, and gain insights from the data visualizations. We discuss out-of-school mathematics learning and provide recommendations for improving adults’ visual-numeric literacy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e05215061f61a6002c1b887ea51e5856" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117732965,"asset_id":123258829,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117732965/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123258829"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123258829"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123258829; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=123258829]").text(description); $(".js-view-count[data-work-id=123258829]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 123258829; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='123258829']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e05215061f61a6002c1b887ea51e5856" } } $('.js-work-strip[data-work-id=123258829]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":123258829,"title":"Making sense of journalistic COVID-19 data visualizations: an in-depth study of two adults’ visual-numeric literacy","internal_url":"https://www.academia.edu/123258829/Making_sense_of_journalistic_COVID_19_data_visualizations_an_in_depth_study_of_two_adults_visual_numeric_literacy","owner_id":105574,"coauthors_can_edit":false,"owner":{"id":105574,"first_name":"Pauline","middle_initials":null,"last_name":"Vos","page_name":"PaulineVos","domain_name":"hvl-no","created_at":"2009-12-27T06:05:53.576-08:00","display_name":"Pauline Vos","url":"https://hvl-no.academia.edu/PaulineVos"},"attachments":[{"id":117732965,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117732965/thumbnails/1.jpg","file_name":"Wiik_Vos_ALM2024_MakingSense_Journalistic_COVID_DataVisualisations_VNL.pdf","download_url":"https://www.academia.edu/attachments/117732965/download_file","bulk_download_file_name":"Making_sense_of_journalistic_COVID_19_da.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117732965/Wiik_Vos_ALM2024_MakingSense_Journalistic_COVID_DataVisualisations_VNL-libre.pdf?1724697026=\u0026response-content-disposition=attachment%3B+filename%3DMaking_sense_of_journalistic_COVID_19_da.pdf\u0026Expires=1740149667\u0026Signature=CuV07~FohN5MBgUFCgdHWUHZ84sXGEPPxfw~np714p~imWDGEYzceHZkITFs46K5s~kIxUziIPLbbxskm4hg9Vo0hV5GuDgRXozOTtQ~8AybW~YJf2cUJMKmrb7HA3NJRYhTafyHZ9jCS7p4~htQiVLFH3v8ULItVA1w9SNdLztpaplBQSLVqek5m5wAV9Hx5GpbhKpNNVjuRrFsohWGEd~8qwXXCyroZKSrVZKXenGJRX3o4jETT6Cu-iRR53wXDdjWfH2xtECNWCKKpJCB2JStuHx8xvCM3bAxSlsgdJ85xvOz0Kk5swZNvTIZrifsqJyj5POrQq7WhFBDOKPung__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118955504"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/118955504/Kva_er_matematisk_modellering_What_is_mathematical_modelling_"><img alt="Research paper thumbnail of Kva er matematisk modellering?[What is mathematical modelling?]" class="work-thumbnail" src="https://attachments.academia-assets.com/114455894/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/118955504/Kva_er_matematisk_modellering_What_is_mathematical_modelling_">Kva er matematisk modellering?[What is mathematical modelling?]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/IngeborgKatrinLidBerget">Ingeborg Katrin Lid Berget</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://hvl-no.academia.edu/PaulineVos">Pauline Vos</a></span></div><div class="wp-workCard_item"><span>Tangenten</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Kva er matematisk modellering? Kvifor matematisk modellering? Korleis ser ei modelleringsoppgåve ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Kva er matematisk modellering? Kvifor matematisk modellering? Korleis ser ei modelleringsoppgåve ut? Er ein modell det same som ein representasjon? Modellering har vore med i norske læreplanar i fleire tiår. Ikkje alle lærarar har hatt om matematisk modellering i eiga utdanning, noko som kan føre til usikkerheit knytt til korleis ein bør undervise om det (Berget, 2023). Gjennom denne artikkelen vil vi gi nokre svar på desse spørsmåla. Målet er å få fram mangfaldet i korleis ein kan forstå omgrepet, og at mange ulike elevaktivitetar kan inngå som arbeid med matematisk modellering.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c36545ea1fc86473171bcdd5228780e2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114455894,"asset_id":118955504,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114455894/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118955504"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118955504"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118955504; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118955504]").text(description); $(".js-view-count[data-work-id=118955504]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118955504; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118955504']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118954547"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118954547/The_spirit_of_mathematical_modeling_a_philosophical_study_on_the_occasion_of_50_years_of_mathematical_modeling_education"><img alt="Research paper thumbnail of The spirit of mathematical modeling - a philosophical study on the occasion of 50 years of mathematical modeling education" class="work-thumbnail" src="https://attachments.academia-assets.com/114455150/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118954547/The_spirit_of_mathematical_modeling_a_philosophical_study_on_the_occasion_of_50_years_of_mathematical_modeling_education">The spirit of mathematical modeling - a philosophical study on the occasion of 50 years of mathematical modeling education</a></div><div class="wp-workCard_item"><span>Mathematics Enthusiast</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We mark the 50th anniversary of mathematical modeling education by reviving the term the spirit o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We mark the 50th anniversary of mathematical modeling education by reviving the term the spirit of mathematical modeling (SoMM), which idealistically reflects core aspects of mathematical modeling. The basis of our analysis is the notion of bildung, which is an educational philosophy that strives for harmonizing heart, mind, social life and culture. We built SoMM on five descriptions of mathematical modeling: two research studies from the 1970s, two studies about the work of professional modelers, and one about an environmental school project. We captured SoMM as a collection of aspects at the micro, meso and macro level: at the micro level, we found aspects such as agency, anticipating, scrutiny and critique as part of SoMM; at the meso level, we found collaborating, consulting and navigating social norms; and at the macro level, interdisciplinarity, relevance and social justice. Through the lens of bildung-based educational philosophies, we see that instruction and assessment traditions have transposed mathematical modeling into 'teachable' practices that drift away from SoMM. We recommend focusing more on fostering mathematical modeling and to assess students through alternative formats (e.g., group projects).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f289b6821441bf89c8d88d66c65b801c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114455150,"asset_id":118954547,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114455150/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118954547"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118954547"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118954547; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118953975"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118953975/_Imagine_maths_is_used_anywhere_and_we_dont_get_to_know_this_upper_secondary_students_and_the_relevance_of_advanced_mathematics"><img alt="Research paper thumbnail of "Imagine, maths is used anywhere, and we don't get to know this"-upper secondary students and the relevance of advanced mathematics" class="work-thumbnail" src="https://attachments.academia-assets.com/114454808/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118953975/_Imagine_maths_is_used_anywhere_and_we_dont_get_to_know_this_upper_secondary_students_and_the_relevance_of_advanced_mathematics">"Imagine, maths is used anywhere, and we don't get to know this"-upper secondary students and the relevance of advanced mathematics</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://hvl-no.academia.edu/PaulineVos">Pauline Vos</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AndersWiik3">Anders Wiik</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://swin.academia.edu/PaulHernandezMartinez">Paul Hernandez-Martinez</a></span></div><div class="wp-workCard_item"><span>Frontiers in Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">People are more motivated to put effort into learning when they know they will be able to put the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">People are more motivated to put effort into learning when they know they will be able to put the learnt content to use. These relevance perceptions play a motivating role in the learning of mathematics, a subject renowned for its abstraction, hard examinations, and usefulness in many fields in society (research, industries, etc.). In this article, we describe a study on upper secondary students in an advanced mathematics course and their perception of the relevance of mathematics in future professions, in particular regarding two concepts in their curriculum (logarithms, trigonometry). We defined relevance as a connection between an object (relevance of what?), a subject (relevant for whom?), an asserter (relevant according to whom?), and a purpose (relevant to what end?).<br />The aim of the study was to know (1) what relevance perceptions students held regarding the advanced abstract mathematical concepts, and (2) how students can develop these considering that students do not yet know exactly what future is ahead of them. We interviewed pairs of students (n = 14, 17–19 years old) in two parts. The first part of the interview revealed that students learned mathematics within a traditional school culture that emphasized practice-and-drill of pure mathematics and that did not in any way inform students about the use of mathematics in research and workplaces. After exposing students to authentic applications of logarithms and trigonometry, the second part of the interview showed the power of imagination when it connected students to future professions for which mathematics was relevant. Instrumental in effectively prompting students’ imagination were visualizations showing applications of the mathematical concepts within workplace contexts. Drawing on Leont’ev’s version of Activity Theory, we theorize students’ assertions of the relevance of mathematics through the dialectics of self and collective (relating one’s own goals and more general motives), the dialectics of use-value and exchange-value (needing mathematics for later life or for examinations), and the dialectics of mathematization and de-mathematization (while mathematics is used in many workplaces, it is hidden in instruments).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cd77632810b137c54b76bc8d8c2eec13" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114454808,"asset_id":118953975,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114454808/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118953975"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118953975"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118953975; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118953975]").text(description); $(".js-view-count[data-work-id=118953975]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118953975; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118953975']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cd77632810b137c54b76bc8d8c2eec13" } } $('.js-work-strip[data-work-id=118953975]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118953975,"title":"\"Imagine, maths is used anywhere, and we don't get to know this\"-upper secondary students and the relevance of advanced mathematics","translated_title":"","metadata":{"doi":"10.3389/feduc.2024.1338205","abstract":"People are more motivated to put effort into learning when they know they will be able to put the learnt content to use. These relevance perceptions play a motivating role in the learning of mathematics, a subject renowned for its abstraction, hard examinations, and usefulness in many fields in society (research, industries, etc.). In this article, we describe a study on upper secondary students in an advanced mathematics course and their perception of the relevance of mathematics in future professions, in particular regarding two concepts in their curriculum (logarithms, trigonometry). We defined relevance as a connection between an object (relevance of what?), a subject (relevant for whom?), an asserter (relevant according to whom?), and a purpose (relevant to what end?).\nThe aim of the study was to know (1) what relevance perceptions students held regarding the advanced abstract mathematical concepts, and (2) how students can develop these considering that students do not yet know exactly what future is ahead of them. We interviewed pairs of students (n = 14, 17–19 years old) in two parts. The first part of the interview revealed that students learned mathematics within a traditional school culture that emphasized practice-and-drill of pure mathematics and that did not in any way inform students about the use of mathematics in research and workplaces. After exposing students to authentic applications of logarithms and trigonometry, the second part of the interview showed the power of imagination when it connected students to future professions for which mathematics was relevant. Instrumental in effectively prompting students’ imagination were visualizations showing applications of the mathematical concepts within workplace contexts. Drawing on Leont’ev’s version of Activity Theory, we theorize students’ assertions of the relevance of mathematics through the dialectics of self and collective (relating one’s own goals and more general motives), the dialectics of use-value and exchange-value (needing mathematics for later life or for examinations), and the dialectics of mathematization and de-mathematization (while mathematics is used in many workplaces, it is hidden in instruments).","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"Frontiers in Education"},"translated_abstract":"People are more motivated to put effort into learning when they know they will be able to put the learnt content to use. These relevance perceptions play a motivating role in the learning of mathematics, a subject renowned for its abstraction, hard examinations, and usefulness in many fields in society (research, industries, etc.). In this article, we describe a study on upper secondary students in an advanced mathematics course and their perception of the relevance of mathematics in future professions, in particular regarding two concepts in their curriculum (logarithms, trigonometry). We defined relevance as a connection between an object (relevance of what?), a subject (relevant for whom?), an asserter (relevant according to whom?), and a purpose (relevant to what end?).\nThe aim of the study was to know (1) what relevance perceptions students held regarding the advanced abstract mathematical concepts, and (2) how students can develop these considering that students do not yet know exactly what future is ahead of them. We interviewed pairs of students (n = 14, 17–19 years old) in two parts. The first part of the interview revealed that students learned mathematics within a traditional school culture that emphasized practice-and-drill of pure mathematics and that did not in any way inform students about the use of mathematics in research and workplaces. After exposing students to authentic applications of logarithms and trigonometry, the second part of the interview showed the power of imagination when it connected students to future professions for which mathematics was relevant. Instrumental in effectively prompting students’ imagination were visualizations showing applications of the mathematical concepts within workplace contexts. Drawing on Leont’ev’s version of Activity Theory, we theorize students’ assertions of the relevance of mathematics through the dialectics of self and collective (relating one’s own goals and more general motives), the dialectics of use-value and exchange-value (needing mathematics for later life or for examinations), and the dialectics of mathematization and de-mathematization (while mathematics is used in many workplaces, it is hidden in instruments).","internal_url":"https://www.academia.edu/118953975/_Imagine_maths_is_used_anywhere_and_we_dont_get_to_know_this_upper_secondary_students_and_the_relevance_of_advanced_mathematics","translated_internal_url":"","created_at":"2024-05-12T07:41:36.703-07:00","preview_url":null,"current_user_can_edit":false,"current_user_is_owner":null,"owner_id":105574,"coauthors_can_edit":false,"document_type":"paper","co_author_tags":[{"id":41663026,"work_id":118953975,"tagging_user_id":105574,"tagged_user_id":315081119,"co_author_invite_id":8144508,"email":"a***k@uia.no","display_order":1,"name":"Anders Wiik","title":"\"Imagine, maths is used anywhere, and we don't get to know this\"-upper secondary students and the relevance of advanced mathematics"},{"id":41663027,"work_id":118953975,"tagging_user_id":105574,"tagged_user_id":440695,"co_author_invite_id":null,"email":"p***z@swin.edu.au","affiliation":"Swinburne University of Technology, Hawthorn","display_order":2,"name":"Paul Hernandez-Martinez","title":"\"Imagine, maths is used anywhere, and we don't get to know this\"-upper secondary students and the relevance of advanced mathematics"}],"downloadable_attachments":[{"id":114454808,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114454808/thumbnails/1.jpg","file_name":"VosWiikHernandezM_FEduc2024_ImagineMathRelevance.pdf","download_url":"https://www.academia.edu/attachments/114454808/download_file","bulk_download_file_name":"Imagine_maths_is_used_anywhere_and_we_d.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114454808/VosWiikHernandezM_FEduc2024_ImagineMathRelevance-libre.pdf?1715525828=\u0026response-content-disposition=attachment%3B+filename%3DImagine_maths_is_used_anywhere_and_we_d.pdf\u0026Expires=1738799410\u0026Signature=eq8g5n601oCLnoaJ0vtd46kwv6NfsJESrVyC2fIWSs13FjNFsPCNJPcZqca8jKq2kt3lg1INmnCFivfCJwXbEFmrvc7rQu3VGW~x3Sw4vTEn9dzjJfE6fujr7TK~vDVqZSjltjxLT~t~FMy2pHR2E15GcoCBoW~ApEBLAqvRJwQe6TuOn-GUYtPKq6ptu0rouHzgg2fRKTgqOEkMNXLjf3bs~IR1X1INgXektD04Y~N1InVdVVvhvVKGQSwDTvGFrIaqEg4JW1yxBxrCEUZ0F9AxvvncgWcROyjSBM0Eg6WFpvBaBu~RPfSd0XNDdUqZycd7IaPIQGPDdPN-3NKirA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_Imagine_maths_is_used_anywhere_and_we_dont_get_to_know_this_upper_secondary_students_and_the_relevance_of_advanced_mathematics","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"People are more motivated to put effort into learning when they know they will be able to put the learnt content to use. These relevance perceptions play a motivating role in the learning of mathematics, a subject renowned for its abstraction, hard examinations, and usefulness in many fields in society (research, industries, etc.). In this article, we describe a study on upper secondary students in an advanced mathematics course and their perception of the relevance of mathematics in future professions, in particular regarding two concepts in their curriculum (logarithms, trigonometry). We defined relevance as a connection between an object (relevance of what?), a subject (relevant for whom?), an asserter (relevant according to whom?), and a purpose (relevant to what end?).\nThe aim of the study was to know (1) what relevance perceptions students held regarding the advanced abstract mathematical concepts, and (2) how students can develop these considering that students do not yet know exactly what future is ahead of them. We interviewed pairs of students (n = 14, 17–19 years old) in two parts. The first part of the interview revealed that students learned mathematics within a traditional school culture that emphasized practice-and-drill of pure mathematics and that did not in any way inform students about the use of mathematics in research and workplaces. After exposing students to authentic applications of logarithms and trigonometry, the second part of the interview showed the power of imagination when it connected students to future professions for which mathematics was relevant. Instrumental in effectively prompting students’ imagination were visualizations showing applications of the mathematical concepts within workplace contexts. Drawing on Leont’ev’s version of Activity Theory, we theorize students’ assertions of the relevance of mathematics through the dialectics of self and collective (relating one’s own goals and more general motives), the dialectics of use-value and exchange-value (needing mathematics for later life or for examinations), and the dialectics of mathematization and de-mathematization (while mathematics is used in many workplaces, it is hidden in instruments).","owner":{"id":105574,"first_name":"Pauline","middle_initials":null,"last_name":"Vos","page_name":"PaulineVos","domain_name":"hvl-no","created_at":"2009-12-27T06:05:53.576-08:00","display_name":"Pauline Vos","url":"https://hvl-no.academia.edu/PaulineVos"},"attachments":[{"id":114454808,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114454808/thumbnails/1.jpg","file_name":"VosWiikHernandezM_FEduc2024_ImagineMathRelevance.pdf","download_url":"https://www.academia.edu/attachments/114454808/download_file","bulk_download_file_name":"Imagine_maths_is_used_anywhere_and_we_d.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114454808/VosWiikHernandezM_FEduc2024_ImagineMathRelevance-libre.pdf?1715525828=\u0026response-content-disposition=attachment%3B+filename%3DImagine_maths_is_used_anywhere_and_we_d.pdf\u0026Expires=1738799410\u0026Signature=eq8g5n601oCLnoaJ0vtd46kwv6NfsJESrVyC2fIWSs13FjNFsPCNJPcZqca8jKq2kt3lg1INmnCFivfCJwXbEFmrvc7rQu3VGW~x3Sw4vTEn9dzjJfE6fujr7TK~vDVqZSjltjxLT~t~FMy2pHR2E15GcoCBoW~ApEBLAqvRJwQe6TuOn-GUYtPKq6ptu0rouHzgg2fRKTgqOEkMNXLjf3bs~IR1X1INgXektD04Y~N1InVdVVvhvVKGQSwDTvGFrIaqEg4JW1yxBxrCEUZ0F9AxvvncgWcROyjSBM0Eg6WFpvBaBu~RPfSd0XNDdUqZycd7IaPIQGPDdPN-3NKirA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education"},{"id":4830,"name":"Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory"},{"id":11237,"name":"Sociocultural Theory Of Learning","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory_Of_Learning"},{"id":18644,"name":"Culturally relevant pedagogy","url":"https://www.academia.edu/Documents/in/Culturally_relevant_pedagogy"},{"id":53391,"name":"School culture","url":"https://www.academia.edu/Documents/in/School_culture"},{"id":135990,"name":"Relevance","url":"https://www.academia.edu/Documents/in/Relevance"},{"id":356017,"name":"Secondary and Primary Mathematics Education","url":"https://www.academia.edu/Documents/in/Secondary_and_Primary_Mathematics_Education"},{"id":1340121,"name":"Datavisualisation","url":"https://www.academia.edu/Documents/in/Datavisualisation"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="86915194"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86915194/Kjerneelementer_og_eksempeloppgaver"><img alt="Research paper thumbnail of Kjerneelementer og eksempeloppgaver" class="work-thumbnail" src="https://attachments.academia-assets.com/91262839/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86915194/Kjerneelementer_og_eksempeloppgaver">Kjerneelementer og eksempeloppgaver</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/StigEriksen1">Stig Eriksen</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://hvl-no.academia.edu/PaulineVos">Pauline Vos</a></span></div><div class="wp-workCard_item"><span>Tangenten: tidsskrift for matematikkunder visning</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">I august 2020 ble den nye læreplanen (LK20) iverksatt for grunnskolens 1.–9. trinn og videregåend...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">I august 2020 ble den nye læreplanen (LK20) iverksatt for grunnskolens 1.–9. trinn og videregående skoles 1. trinn (vg1). For vg1 skulle det utvikles nye kjerneelementer tilpasset den nye læreplanen. Vi har analysert hvordan set av eksempeloppgaver publisert i september 2020 og januar 2021 samsvarer med kjerneelementene. Oppsummert viser analysen at det elevene blir bedt om å gjøre i eksempeloppgaver for den teoretiske matematikken, ligger nærmere det som er formulert i kjerneelementene, enn for den praktiske matematikken. Den yrkesfaglige matematikkens oppgaver viser i enda mindre grad til handlinger som er kommunisert i kjerneelementene.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2b853590dddea4723e717a2c09e719b1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91262839,"asset_id":86915194,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91262839/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86915194"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86915194"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86915194; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85569040"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85569040/Grade_8_students_appropriating_Sankey_diagrams_The_first_cycle_in_an_educational_design_research"><img alt="Research paper thumbnail of Grade 8 students appropriating Sankey diagrams: The first cycle in an educational design research" class="work-thumbnail" src="https://attachments.academia-assets.com/90227913/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85569040/Grade_8_students_appropriating_Sankey_diagrams_The_first_cycle_in_an_educational_design_research">Grade 8 students appropriating Sankey diagrams: The first cycle in an educational design research</a></div><div class="wp-workCard_item"><span>Journal on Mathematics Education</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many students do not experience usefulness in mathematics. To address this problem, we offered th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many students do not experience usefulness in mathematics. To address this problem, we offered them a mathematical tool, Sankey diagrams, which is a flow chart appearing in news media to visualize social, industrial or environmental processes. We carried out an Educational Design Research (EDR) to develop and evaluate lesson materials about contextualized Sankey diagrams. We tested these materials with a class of grade 8 students and evaluated these on the feasibility of students' appropriation of the diagrams. In the lesson, we observed how students were able to read the Sankey diagrams, liked the societal processes visualized, yet did not fully grasp their mathematical properties. However, weeks later, the same students skillfully used Sankey diagrams in an unrelated project, which showed they needed time for their learning. Our contributions are that (1) grade 8 students can appropriate Sankey diagrams and use these in situations relevant to them, (2) design researchers should consider long-term learning effects beyond the experimental phase in EDR. We recommend educational designers to innovate curricula and introduce diagrams from news media to make students experience usefulness in school content.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f465c2f633abb6c76bc1474c9e159f2f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90227913,"asset_id":85569040,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90227913/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85569040"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85569040"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85569040; 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een studie naar de waarde en toepassing van de geschiedenis van de meetkunde in het wiskundeonderwijs”</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... Bespreking door: Pauline Vos Instituut voor Didactiek en Onderwijsontwikkeling Rijksuniversit...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Bespreking door: Pauline Vos Instituut voor Didactiek en Onderwijsontwikkeling Rijksuniversiteit Groningen Michiel Doorman Freudenthal Instituut voor Didactiek van Wiskunde en Natuurwetenschappen Universiteit Utrecht ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603721"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603721"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603721; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="25546" id="books"><div class="js-work-strip profile--work_container" data-work-id="73821207"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73821207/Issues_and_Challenges_of_21st_Century_Assessment_in_Mathematics_Education"><img alt="Research paper thumbnail of Issues and Challenges of 21st Century Assessment in Mathematics Education" class="work-thumbnail" src="https://attachments.academia-assets.com/82195537/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73821207/Issues_and_Challenges_of_21st_Century_Assessment_in_Mathematics_Education">Issues and Challenges of 21st Century Assessment in Mathematics Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the 20th century, assessment in mathematics classrooms mainly focused on knowledge with low co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the 20th century, assessment in mathematics classrooms mainly focused on knowledge with low cognitive demands, in particular on testing students on memorized calculation procedures. In the 21 st century, we need to focus more on higher order thinking (HOT), which should also be reflected in mathematics assessment. This will require quite an overhaul, not only in assessment, but also of instruction as teachers will need to carefully look at how to best prepare students for assessment formats that activate HOT. In this chapter, we will explain that assessment tasks activating HOT focus on inquiry and creativity rather than on reproduction and imitation. To assist with analysing and redesigning tasks, we explain the usefulness of the Revised Bloom's Taxonomy as a framework to conceptualize cognitive processes (e.g., summarizing, comparing, explaining, exploring, analysing, critiquing, and creating). We will validate the framework through four exemplary types of tasks: problem-posing tasks, puzzle-problems, modelling tasks based on realistic questions, and cloze paragraphs; and we will discuss how assessment tasks can be designed or redesigned based on the framework. We will review some challenges in the research and development of mathematics assessment for the 21 st century, present research-based evidence on how assessment tasks activating HOT in mathematics can be accessible tasks that lead to a better conceptual understanding of mathematics, and finally, we discuss issues of reliability and validity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="814c48f7c9b16c7e7e9ac87ac8bf539a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82195537,"asset_id":73821207,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82195537/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73821207"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73821207"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73821207; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="62754124"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/62754124/Video_based_Word_Problems_or_Modelling_Projects_Classifying_ICT_based_Modelling_Tasks"><img alt="Research paper thumbnail of Video-based Word Problems or Modelling Projects-Classifying ICT-based Modelling Tasks" class="work-thumbnail" src="https://attachments.academia-assets.com/75423576/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/62754124/Video_based_Word_Problems_or_Modelling_Projects_Classifying_ICT_based_Modelling_Tasks">Video-based Word Problems or Modelling Projects-Classifying ICT-based Modelling Tasks</a></div><div class="wp-workCard_item"><span>Mathematical Modelling Education in East and West</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Mathematical modelling tasks increasingly feature the use of digital tools and media. In this cha...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Mathematical modelling tasks increasingly feature the use of digital tools and media. In this chapter, we discuss the wide variety of these. Until now, classifications for modelling tasks did not consider the use of tools and media. Therefore, we developed a new classification for ICT-based modelling tasks. One class relates to mathematics; the others differentiate across (1) modelling aspects unrelated to tool and media, (2) the task context, (3) the digital tools and media (CAS, Wikipedia, type of feedback, etc.) and (4) students' anticipated activities guided by task regulations, such as group work or time restrictions. The classification was validated with three example tasks. A visual presentation based on the classification system enables the evaluation of qualities of a given ICT-based modelling task and can give insight into potential adaptations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c54c8bb0172be8cfd0ffb6c9da1c8798" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":75423576,"asset_id":62754124,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/75423576/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="62754124"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="62754124"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62754124; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41095841"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41095841/Ark_Flyt_diagrammer"><img alt="Research paper thumbnail of Ark Flyt diagrammer" class="work-thumbnail" src="https://attachments.academia-assets.com/61355627/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41095841/Ark_Flyt_diagrammer">Ark Flyt diagrammer</a></div><div class="wp-workCard_item"><span>Ark Flyt diagrammer</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">dette et arbeidsark for å lære om sankey diagrammer (flyt diagrammer) med elever i 8. trinn (elle...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">dette et arbeidsark for å lære om sankey diagrammer (flyt diagrammer) med elever i 8. trinn (eller 7. eller 9.)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="77f521bf882db1fc6ff1ebfac285ffb3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61355627,"asset_id":41095841,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61355627/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41095841"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41095841"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41095841; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41095758"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/41095758/Agder_Mattebroer_12Oppgavene"><img alt="Research paper thumbnail of Agder Mattebroer 12Oppgavene" class="work-thumbnail" src="https://attachments.academia-assets.com/61355585/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/41095758/Agder_Mattebroer_12Oppgavene">Agder Mattebroer 12Oppgavene</a></div><div class="wp-workCard_item"><span>Agder Mattebroer 12Oppgavene</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Here are eight mathematics tasks which start from bridges in Agder, the province of South Norway</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="90c701fed4737cf11fb1346f2153a39d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61355585,"asset_id":41095758,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61355585/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41095758"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41095758"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41095758; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33904859"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33904859/Solving_Rate_of_Change_Tasks_with_a_Graphing_Calculator_a_Case_Study_on_Instrumental_Genesis"><img alt="Research paper thumbnail of Solving Rate of Change Tasks with a Graphing Calculator: a Case Study on Instrumental Genesis" class="work-thumbnail" src="https://attachments.academia-assets.com/53876786/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33904859/Solving_Rate_of_Change_Tasks_with_a_Graphing_Calculator_a_Case_Study_on_Instrumental_Genesis">Solving Rate of Change Tasks with a Graphing Calculator: a Case Study on Instrumental Genesis</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://hvl-no.academia.edu/PaulineVos">Pauline Vos</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PaulDrijvers">Paul Drijvers</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MartinGoedhart">Martin Goedhart</a></span></div><div class="wp-workCard_item"><span>Digital Experiences in Mathematics Education</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In an increasing number of mathematics classes throughout the world, technology is being used fo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In an increasing number of mathematics classes throughout the world, technology <br />is being used for the teaching and learning of mathematics. But knowledge is <br />limited about the long-term development of students’ mathematical thinking when <br />learning mathematics with the use of technology. This article reports on the development <br />of a student and the role of the graphing calculator (GC) in his learning about derivatives <br />and instantaneous rate of change. This case is compelling, because the student is an <br />intensive user of the GC and develops flexible problem-solving techniques – techniques <br />which differ from those of his peers and from what he was taught in mathematics class. <br />We used the framework of instrumental genesis to investigate how this student’s <br />mathematical thinking was affected by the use of the GC. Over a 2-year period, we <br />administered four task-based interviews involving problems on instantaneous rate of <br />change situated in contexts. We found that the use of the GC may facilitate a learning <br />process in which instrumentation schemes involving symbolical representations develop <br />separately from those for the graphical and numerical use of the GC.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8253f812d87342144427e7c8217cb437" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53876786,"asset_id":33904859,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53876786/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33904859"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33904859"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33904859; 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(2010). ICT (Information Communication Technologies) in mathematics education: Exploring students’ learning experiences when using a Dynamic geometry Software (DGS) tool in geometry class. Saarbrücken, Germany: Lambert Academic Publishing." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/424597/Medhiyev_R_and_Vos_P_2010_ICT_Information_Communication_Technologies_in_mathematics_education_Exploring_students_learning_experiences_when_using_a_Dynamic_geometry_Software_DGS_tool_in_geometry_class_Saarbr%C3%BCcken_Germany_Lambert_Academic_Publishing">Medhiyev, R. & Vos, P. (2010). ICT (Information Communication Technologies) in mathematics education: Exploring students’ learning experiences when using a Dynamic geometry Software (DGS) tool in geometry class. Saarbrücken, Germany: Lambert Academic Publishing.</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="424597"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="424597"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 424597; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=424597]").text(description); $(".js-view-count[data-work-id=424597]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 424597; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='424597']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=424597]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":424597,"title":"Medhiyev, R. \u0026 Vos, P. (2010). ICT (Information Communication Technologies) in mathematics education: Exploring students’ learning experiences when using a Dynamic geometry Software (DGS) tool in geometry class. 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(2002). Like an Ocean Liner Changing Course; the Grade 8 Mathematics Curriculum in the Netherlands 1995-2000. Enschede, the Netherlands: University of Twente." class="work-thumbnail" src="https://attachments.academia-assets.com/1851177/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/281990/Vos_P_2002_Like_an_Ocean_Liner_Changing_Course_the_Grade_8_Mathematics_Curriculum_in_the_Netherlands_1995_2000_Enschede_the_Netherlands_University_of_Twente">Vos, P. (2002). Like an Ocean Liner Changing Course; the Grade 8 Mathematics Curriculum in the Netherlands 1995-2000. Enschede, the Netherlands: University of Twente.</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a4d575698959c7bf789d25e3f6d69dc0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1851177,"asset_id":281990,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1851177/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="281990"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="281990"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 281990; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=281990]").text(description); $(".js-view-count[data-work-id=281990]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 281990; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='281990']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a4d575698959c7bf789d25e3f6d69dc0" } } $('.js-work-strip[data-work-id=281990]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":281990,"title":"Vos, P. (2002). Like an Ocean Liner Changing Course; the Grade 8 Mathematics Curriculum in the Netherlands 1995-2000. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="281993"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/281993/Vergelijking_van_resultaten_van_Nederlandse_leerlingen_op_de_schriftelijke_TIMSS_toets_en_de_praktische_TIMSS_toets_in_1995_en_1999_2000"><img alt="Research paper thumbnail of Vergelĳking van resultaten van Nederlandse leerlingen op de schriftelĳke TIMSS-toets en de praktische TIMSS-toets in 1995 en 1999/2000" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/281993/Vergelijking_van_resultaten_van_Nederlandse_leerlingen_op_de_schriftelijke_TIMSS_toets_en_de_praktische_TIMSS_toets_in_1995_en_1999_2000">Vergelĳking van resultaten van Nederlandse leerlingen op de schriftelĳke TIMSS-toets en de praktische TIMSS-toets in 1995 en 1999/2000</a></div><div class="wp-workCard_item"><span>Report for Den Haag, Netherlands: Nederlandse Organisatie voor Wetenschappelĳk Onderzoek/ProgrammaRaad voor het OnderwĳsOnderzoek</span><span>, 2001</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="281993"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="281993"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 281993; 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</script> <div class="js-work-strip profile--work_container" data-work-id="281992"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/281992/Bos_K_Tj_and_Vos_F_P_2000_Nederland_in_TIMSS_1999_exacte_vakken_in_leerjaar_2_van_het_voortgezet_onderwijs_The_Netherlands_in_TIMSS_99_mathematics_and_science_at_grade_8_level_Enschede_the_Netherlands_OCTO_University_of_Twente"><img alt="Research paper thumbnail of Bos, K.Tj. & Vos, F.P. (2000). Nederland in TIMSS-1999, exacte vakken in leerjaar 2 van het voortgezet onderwijs [The Netherlands in TIMSS-99, mathematics and science at grade 8 level]. Enschede, the Netherlands: OCTO, University of Twente." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/281992/Bos_K_Tj_and_Vos_F_P_2000_Nederland_in_TIMSS_1999_exacte_vakken_in_leerjaar_2_van_het_voortgezet_onderwijs_The_Netherlands_in_TIMSS_99_mathematics_and_science_at_grade_8_level_Enschede_the_Netherlands_OCTO_University_of_Twente">Bos, K.Tj. & Vos, F.P. (2000). Nederland in TIMSS-1999, exacte vakken in leerjaar 2 van het voortgezet onderwijs [The Netherlands in TIMSS-99, mathematics and science at grade 8 level]. Enschede, the Netherlands: OCTO, University of Twente.</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="281992"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="281992"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 281992; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=281992]").text(description); $(".js-view-count[data-work-id=281992]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 281992; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='281992']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=281992]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":281992,"title":"Bos, K.Tj. \u0026 Vos, F.P. (2000). Nederland in TIMSS-1999, exacte vakken in leerjaar 2 van het voortgezet onderwijs [The Netherlands in TIMSS-99, mathematics and science at grade 8 level]. Enschede, the Netherlands: OCTO, University of Twente.","internal_url":"https://www.academia.edu/281992/Bos_K_Tj_and_Vos_F_P_2000_Nederland_in_TIMSS_1999_exacte_vakken_in_leerjaar_2_van_het_voortgezet_onderwijs_The_Netherlands_in_TIMSS_99_mathematics_and_science_at_grade_8_level_Enschede_the_Netherlands_OCTO_University_of_Twente","owner_id":105574,"coauthors_can_edit":false,"owner":{"id":105574,"first_name":"Pauline","middle_initials":null,"last_name":"Vos","page_name":"PaulineVos","domain_name":"hvl-no","created_at":"2009-12-27T06:05:53.576-08:00","display_name":"Pauline Vos","url":"https://hvl-no.academia.edu/PaulineVos"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="281996"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/281996/Vos_P_1995_Liegen_met_wiskunde_normen_en_waarden_in_exacte_vakken_Lying_with_mathematics_norms_and_values_in_science_and_mathematics_Utrecht_the_Netherlands_Stichting_Techniek_en_Onderwijs_Hogeschool_van_Utrecht"><img alt="Research paper thumbnail of Vos, P. (1995). Liegen met wiskunde; normen en waarden in exacte vakken [Lying with mathematics; norms and values in science and mathematics]. Utrecht, the Netherlands: Stichting Techniek en Onderwijs/Hogeschool van Utrecht." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/281996/Vos_P_1995_Liegen_met_wiskunde_normen_en_waarden_in_exacte_vakken_Lying_with_mathematics_norms_and_values_in_science_and_mathematics_Utrecht_the_Netherlands_Stichting_Techniek_en_Onderwijs_Hogeschool_van_Utrecht">Vos, P. (1995). Liegen met wiskunde; normen en waarden in exacte vakken [Lying with mathematics; norms and values in science and mathematics]. Utrecht, the Netherlands: Stichting Techniek en Onderwijs/Hogeschool van Utrecht.</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="281996"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="281996"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 281996; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=281996]").text(description); $(".js-view-count[data-work-id=281996]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 281996; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='281996']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=281996]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":281996,"title":"Vos, P. (1995). Liegen met wiskunde; normen en waarden in exacte vakken [Lying with mathematics; norms and values in science and mathematics]. Utrecht, the Netherlands: Stichting Techniek en Onderwijs/Hogeschool van Utrecht.","internal_url":"https://www.academia.edu/281996/Vos_P_1995_Liegen_met_wiskunde_normen_en_waarden_in_exacte_vakken_Lying_with_mathematics_norms_and_values_in_science_and_mathematics_Utrecht_the_Netherlands_Stichting_Techniek_en_Onderwijs_Hogeschool_van_Utrecht","owner_id":105574,"coauthors_can_edit":false,"owner":{"id":105574,"first_name":"Pauline","middle_initials":null,"last_name":"Vos","page_name":"PaulineVos","domain_name":"hvl-no","created_at":"2009-12-27T06:05:53.576-08:00","display_name":"Pauline Vos","url":"https://hvl-no.academia.edu/PaulineVos"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="281995"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/281995/Wester_F_Sint_M_and_Vos_P_1989_Formele_talen_en_automatentheorie_Formal_languages_and_automata_theory_Heerlen_the_Netherlands_Open_University"><img alt="Research paper thumbnail of Wester, F., Sint, M. & Vos, P. (1989). Formele talen en automatentheorie [Formal languages and automata theory]. Heerlen, the Netherlands: Open University." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/281995/Wester_F_Sint_M_and_Vos_P_1989_Formele_talen_en_automatentheorie_Formal_languages_and_automata_theory_Heerlen_the_Netherlands_Open_University">Wester, F., Sint, M. & Vos, P. (1989). Formele talen en automatentheorie [Formal languages and automata theory]. Heerlen, the Netherlands: Open University.</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="281995"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="281995"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 281995; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=281995]").text(description); $(".js-view-count[data-work-id=281995]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 281995; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='281995']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=281995]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":281995,"title":"Wester, F., Sint, M. \u0026 Vos, P. (1989). Formele talen en automatentheorie [Formal languages and automata theory]. Heerlen, the Netherlands: Open University.","internal_url":"https://www.academia.edu/281995/Wester_F_Sint_M_and_Vos_P_1989_Formele_talen_en_automatentheorie_Formal_languages_and_automata_theory_Heerlen_the_Netherlands_Open_University","owner_id":105574,"coauthors_can_edit":false,"owner":{"id":105574,"first_name":"Pauline","middle_initials":null,"last_name":"Vos","page_name":"PaulineVos","domain_name":"hvl-no","created_at":"2009-12-27T06:05:53.576-08:00","display_name":"Pauline Vos","url":"https://hvl-no.academia.edu/PaulineVos"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="25543" id="papers"><div class="js-work-strip profile--work_container" data-work-id="123258829"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123258829/Making_sense_of_journalistic_COVID_19_data_visualizations_an_in_depth_study_of_two_adults_visual_numeric_literacy"><img alt="Research paper thumbnail of Making sense of journalistic COVID-19 data visualizations: an in-depth study of two adults’ visual-numeric literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/117732965/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123258829/Making_sense_of_journalistic_COVID_19_data_visualizations_an_in_depth_study_of_two_adults_visual_numeric_literacy">Making sense of journalistic COVID-19 data visualizations: an in-depth study of two adults’ visual-numeric literacy</a></div><div class="wp-workCard_item"><span>Adults Learning Mathematics,an International Journal</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 2020, the COVID-19 pandemic urged authorities to share quantitative information such as infect...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 2020, the COVID-19 pandemic urged authorities to share quantitative information such as infection and death rates. One way of disseminating was through graphs, maps, and diagrams. Such data visualizations communicate numeric data in compact ways, but also require a particular mathematical literacy from readers. We conceptualized this particular mathematical literacy as visual-numeric literacy. To study it, we interviewed two young adults with higher education but low confidence in mathematics and asked them to make sense of COVID-19 data visualizations from journalistic digital media. An in-depth analysis of their visual-numeric literacy revealed that the two participants had developed various sense-making strategies. Their lived experience in the pandemic assisted them to overcome obstacles in mathematical sense-making, and gain insights from the data visualizations. We discuss out-of-school mathematics learning and provide recommendations for improving adults’ visual-numeric literacy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e05215061f61a6002c1b887ea51e5856" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117732965,"asset_id":123258829,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117732965/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123258829"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123258829"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123258829; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118955504"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/118955504/Kva_er_matematisk_modellering_What_is_mathematical_modelling_"><img alt="Research paper thumbnail of Kva er matematisk modellering?[What is mathematical modelling?]" class="work-thumbnail" src="https://attachments.academia-assets.com/114455894/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/118955504/Kva_er_matematisk_modellering_What_is_mathematical_modelling_">Kva er matematisk modellering?[What is mathematical modelling?]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/IngeborgKatrinLidBerget">Ingeborg Katrin Lid Berget</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://hvl-no.academia.edu/PaulineVos">Pauline Vos</a></span></div><div class="wp-workCard_item"><span>Tangenten</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Kva er matematisk modellering? Kvifor matematisk modellering? Korleis ser ei modelleringsoppgåve ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Kva er matematisk modellering? Kvifor matematisk modellering? Korleis ser ei modelleringsoppgåve ut? Er ein modell det same som ein representasjon? Modellering har vore med i norske læreplanar i fleire tiår. Ikkje alle lærarar har hatt om matematisk modellering i eiga utdanning, noko som kan føre til usikkerheit knytt til korleis ein bør undervise om det (Berget, 2023). Gjennom denne artikkelen vil vi gi nokre svar på desse spørsmåla. Målet er å få fram mangfaldet i korleis ein kan forstå omgrepet, og at mange ulike elevaktivitetar kan inngå som arbeid med matematisk modellering.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c36545ea1fc86473171bcdd5228780e2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114455894,"asset_id":118955504,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114455894/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118955504"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118955504"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118955504; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118954547"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118954547/The_spirit_of_mathematical_modeling_a_philosophical_study_on_the_occasion_of_50_years_of_mathematical_modeling_education"><img alt="Research paper thumbnail of The spirit of mathematical modeling - a philosophical study on the occasion of 50 years of mathematical modeling education" class="work-thumbnail" src="https://attachments.academia-assets.com/114455150/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118954547/The_spirit_of_mathematical_modeling_a_philosophical_study_on_the_occasion_of_50_years_of_mathematical_modeling_education">The spirit of mathematical modeling - a philosophical study on the occasion of 50 years of mathematical modeling education</a></div><div class="wp-workCard_item"><span>Mathematics Enthusiast</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We mark the 50th anniversary of mathematical modeling education by reviving the term the spirit o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We mark the 50th anniversary of mathematical modeling education by reviving the term the spirit of mathematical modeling (SoMM), which idealistically reflects core aspects of mathematical modeling. The basis of our analysis is the notion of bildung, which is an educational philosophy that strives for harmonizing heart, mind, social life and culture. We built SoMM on five descriptions of mathematical modeling: two research studies from the 1970s, two studies about the work of professional modelers, and one about an environmental school project. We captured SoMM as a collection of aspects at the micro, meso and macro level: at the micro level, we found aspects such as agency, anticipating, scrutiny and critique as part of SoMM; at the meso level, we found collaborating, consulting and navigating social norms; and at the macro level, interdisciplinarity, relevance and social justice. Through the lens of bildung-based educational philosophies, we see that instruction and assessment traditions have transposed mathematical modeling into 'teachable' practices that drift away from SoMM. We recommend focusing more on fostering mathematical modeling and to assess students through alternative formats (e.g., group projects).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f289b6821441bf89c8d88d66c65b801c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114455150,"asset_id":118954547,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114455150/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118954547"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118954547"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118954547; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118953975"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118953975/_Imagine_maths_is_used_anywhere_and_we_dont_get_to_know_this_upper_secondary_students_and_the_relevance_of_advanced_mathematics"><img alt="Research paper thumbnail of "Imagine, maths is used anywhere, and we don't get to know this"-upper secondary students and the relevance of advanced mathematics" class="work-thumbnail" src="https://attachments.academia-assets.com/114454808/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118953975/_Imagine_maths_is_used_anywhere_and_we_dont_get_to_know_this_upper_secondary_students_and_the_relevance_of_advanced_mathematics">"Imagine, maths is used anywhere, and we don't get to know this"-upper secondary students and the relevance of advanced mathematics</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://hvl-no.academia.edu/PaulineVos">Pauline Vos</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AndersWiik3">Anders Wiik</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://swin.academia.edu/PaulHernandezMartinez">Paul Hernandez-Martinez</a></span></div><div class="wp-workCard_item"><span>Frontiers in Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">People are more motivated to put effort into learning when they know they will be able to put the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">People are more motivated to put effort into learning when they know they will be able to put the learnt content to use. These relevance perceptions play a motivating role in the learning of mathematics, a subject renowned for its abstraction, hard examinations, and usefulness in many fields in society (research, industries, etc.). In this article, we describe a study on upper secondary students in an advanced mathematics course and their perception of the relevance of mathematics in future professions, in particular regarding two concepts in their curriculum (logarithms, trigonometry). We defined relevance as a connection between an object (relevance of what?), a subject (relevant for whom?), an asserter (relevant according to whom?), and a purpose (relevant to what end?).<br />The aim of the study was to know (1) what relevance perceptions students held regarding the advanced abstract mathematical concepts, and (2) how students can develop these considering that students do not yet know exactly what future is ahead of them. We interviewed pairs of students (n = 14, 17–19 years old) in two parts. The first part of the interview revealed that students learned mathematics within a traditional school culture that emphasized practice-and-drill of pure mathematics and that did not in any way inform students about the use of mathematics in research and workplaces. After exposing students to authentic applications of logarithms and trigonometry, the second part of the interview showed the power of imagination when it connected students to future professions for which mathematics was relevant. Instrumental in effectively prompting students’ imagination were visualizations showing applications of the mathematical concepts within workplace contexts. Drawing on Leont’ev’s version of Activity Theory, we theorize students’ assertions of the relevance of mathematics through the dialectics of self and collective (relating one’s own goals and more general motives), the dialectics of use-value and exchange-value (needing mathematics for later life or for examinations), and the dialectics of mathematization and de-mathematization (while mathematics is used in many workplaces, it is hidden in instruments).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cd77632810b137c54b76bc8d8c2eec13" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114454808,"asset_id":118953975,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114454808/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118953975"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118953975"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118953975; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118953975]").text(description); $(".js-view-count[data-work-id=118953975]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118953975; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118953975']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cd77632810b137c54b76bc8d8c2eec13" } } $('.js-work-strip[data-work-id=118953975]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118953975,"title":"\"Imagine, maths is used anywhere, and we don't get to know this\"-upper secondary students and the relevance of advanced mathematics","translated_title":"","metadata":{"doi":"10.3389/feduc.2024.1338205","abstract":"People are more motivated to put effort into learning when they know they will be able to put the learnt content to use. 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In this article, we describe a study on upper secondary students in an advanced mathematics course and their perception of the relevance of mathematics in future professions, in particular regarding two concepts in their curriculum (logarithms, trigonometry). We defined relevance as a connection between an object (relevance of what?), a subject (relevant for whom?), an asserter (relevant according to whom?), and a purpose (relevant to what end?).\nThe aim of the study was to know (1) what relevance perceptions students held regarding the advanced abstract mathematical concepts, and (2) how students can develop these considering that students do not yet know exactly what future is ahead of them. We interviewed pairs of students (n = 14, 17–19 years old) in two parts. 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These relevance perceptions play a motivating role in the learning of mathematics, a subject renowned for its abstraction, hard examinations, and usefulness in many fields in society (research, industries, etc.). In this article, we describe a study on upper secondary students in an advanced mathematics course and their perception of the relevance of mathematics in future professions, in particular regarding two concepts in their curriculum (logarithms, trigonometry). We defined relevance as a connection between an object (relevance of what?), a subject (relevant for whom?), an asserter (relevant according to whom?), and a purpose (relevant to what end?).\nThe aim of the study was to know (1) what relevance perceptions students held regarding the advanced abstract mathematical concepts, and (2) how students can develop these considering that students do not yet know exactly what future is ahead of them. We interviewed pairs of students (n = 14, 17–19 years old) in two parts. 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For vg1 skulle det utvikles nye kjerneelementer tilpasset den nye læreplanen. Vi har analysert hvordan set av eksempeloppgaver publisert i september 2020 og januar 2021 samsvarer med kjerneelementene. Oppsummert viser analysen at det elevene blir bedt om å gjøre i eksempeloppgaver for den teoretiske matematikken, ligger nærmere det som er formulert i kjerneelementene, enn for den praktiske matematikken. Den yrkesfaglige matematikkens oppgaver viser i enda mindre grad til handlinger som er kommunisert i kjerneelementene.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2b853590dddea4723e717a2c09e719b1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91262839,"asset_id":86915194,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91262839/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86915194"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86915194"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86915194; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85569040"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85569040/Grade_8_students_appropriating_Sankey_diagrams_The_first_cycle_in_an_educational_design_research"><img alt="Research paper thumbnail of Grade 8 students appropriating Sankey diagrams: The first cycle in an educational design research" class="work-thumbnail" src="https://attachments.academia-assets.com/90227913/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85569040/Grade_8_students_appropriating_Sankey_diagrams_The_first_cycle_in_an_educational_design_research">Grade 8 students appropriating Sankey diagrams: The first cycle in an educational design research</a></div><div class="wp-workCard_item"><span>Journal on Mathematics Education</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many students do not experience usefulness in mathematics. To address this problem, we offered th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many students do not experience usefulness in mathematics. To address this problem, we offered them a mathematical tool, Sankey diagrams, which is a flow chart appearing in news media to visualize social, industrial or environmental processes. We carried out an Educational Design Research (EDR) to develop and evaluate lesson materials about contextualized Sankey diagrams. We tested these materials with a class of grade 8 students and evaluated these on the feasibility of students' appropriation of the diagrams. In the lesson, we observed how students were able to read the Sankey diagrams, liked the societal processes visualized, yet did not fully grasp their mathematical properties. However, weeks later, the same students skillfully used Sankey diagrams in an unrelated project, which showed they needed time for their learning. Our contributions are that (1) grade 8 students can appropriate Sankey diagrams and use these in situations relevant to them, (2) design researchers should consider long-term learning effects beyond the experimental phase in EDR. We recommend educational designers to innovate curricula and introduce diagrams from news media to make students experience usefulness in school content.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f465c2f633abb6c76bc1474c9e159f2f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90227913,"asset_id":85569040,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90227913/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85569040"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85569040"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85569040; 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een studie naar de waarde en toepassing van de geschiedenis van de meetkunde in het wiskundeonderwijs”</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... Bespreking door: Pauline Vos Instituut voor Didactiek en Onderwijsontwikkeling Rijksuniversit...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Bespreking door: Pauline Vos Instituut voor Didactiek en Onderwijsontwikkeling Rijksuniversiteit Groningen Michiel Doorman Freudenthal Instituut voor Didactiek van Wiskunde en Natuurwetenschappen Universiteit Utrecht ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603721"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603721"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603721; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> <div class="js-work-strip profile--work_container" data-work-id="67603713"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/67603713/Exploring_the_potentials_of_hands_on_investigative_tasks_for_curriculum_evaluations"><img alt="Research paper thumbnail of Exploring the potentials of hands-on investigative tasks for curriculum evaluations" class="work-thumbnail" src="https://attachments.academia-assets.com/88154044/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/67603713/Exploring_the_potentials_of_hands_on_investigative_tasks_for_curriculum_evaluations">Exploring the potentials of hands-on investigative tasks for curriculum evaluations</a></div><div class="wp-workCard_item"><span>PME conference research report</span><span>, 2002</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2f9cfb83489e591c81f169c979133ef9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88154044,"asset_id":67603713,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88154044/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603713"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603713"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603713; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="67603703"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/67603703/Inleiding_Transdisciplinair_vakdidactisch_onderzoek_wiskundige_verbanden_in_de_wetenschappen_als_casus"><img alt="Research paper thumbnail of Inleiding: Transdisciplinair vakdidactisch onderzoek: wiskundige verbanden in de wetenschappen als casus" class="work-thumbnail" src="https://attachments.academia-assets.com/88157750/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/67603703/Inleiding_Transdisciplinair_vakdidactisch_onderzoek_wiskundige_verbanden_in_de_wetenschappen_als_casus">Inleiding: Transdisciplinair vakdidactisch onderzoek: wiskundige verbanden in de wetenschappen als casus</a></div><div class="wp-workCard_item"><span>TDbeta</span><span>, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Transdisciplinary domain-specific educational research: the case of mathematical relationships in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Transdisciplinary domain-specific educational research: the case of mathematical relationships in science.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e5f102c7474b7764a0c39649c0b0c9f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88157750,"asset_id":67603703,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88157750/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603703"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603703"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603703; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67603703]").text(description); $(".js-view-count[data-work-id=67603703]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67603703; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='67603703']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4e5f102c7474b7764a0c39649c0b0c9f" } } $('.js-work-strip[data-work-id=67603703]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":67603703,"title":"Inleiding: Transdisciplinair vakdidactisch onderzoek: wiskundige verbanden in de wetenschappen als casus","internal_url":"https://www.academia.edu/67603703/Inleiding_Transdisciplinair_vakdidactisch_onderzoek_wiskundige_verbanden_in_de_wetenschappen_als_casus","owner_id":105574,"coauthors_can_edit":false,"owner":{"id":105574,"first_name":"Pauline","middle_initials":null,"last_name":"Vos","page_name":"PaulineVos","domain_name":"hvl-no","created_at":"2009-12-27T06:05:53.576-08:00","display_name":"Pauline Vos","url":"https://hvl-no.academia.edu/PaulineVos"},"attachments":[{"id":88157750,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88157750/thumbnails/1.jpg","file_name":"TDb_2010_DeBock_VDooren_Vos_Inleiding.pdf","download_url":"https://www.academia.edu/attachments/88157750/download_file","bulk_download_file_name":"Inleiding_Transdisciplinair_vakdidactisc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88157750/TDb_2010_DeBock_VDooren_Vos_Inleiding-libre.pdf?1656696718=\u0026response-content-disposition=attachment%3B+filename%3DInleiding_Transdisciplinair_vakdidactisc.pdf\u0026Expires=1740149667\u0026Signature=DMilv0Jkvfc4f1vjiTtPK7rrEpUhJG9uVdUOePXeSTc~P~lZEavSESRP5GdHvB6-isSBZZbUJm7eYpWzb4UAFbQBORRppbzvC2hCoq13NKbycedV02Ph0YxllZe1C6b7TnGL7QLnM~yIgdAvh9i4MR6-AsOgKFeLPCoKZj1833-3mrmS6CKSdc0eyPcBwaRwDoRLHcJbB0u5MnMapUEoRhbbj~SfYOt3xkqd1RoLgY4mnKhaUHO~u3KiPUESt~4BdlRhTeGiEYmvPN7-1seIY8hNCaZkBQnzrQZfLu1vq6AD6c8vZXAfJYLoNTerL-fyCYGup4VlMN3pHRzhr1RAaA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="67603695"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/67603695/Using_Social_Simulations_in_Interdisciplinary_Primary_Education_An_Expert_Appraisal"><img alt="Research paper thumbnail of Using Social Simulations in Interdisciplinary Primary Education: An Expert Appraisal" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/67603695/Using_Social_Simulations_in_Interdisciplinary_Primary_Education_An_Expert_Appraisal">Using Social Simulations in Interdisciplinary Primary Education: An Expert Appraisal</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many people recognize that teaching basic skills in primary schools (reading, writing, and arithm...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many people recognize that teaching basic skills in primary schools (reading, writing, and arithmetic) is no longer sufficient for pupils in the digital age. Therefore, governments now increasingly ask schools to add other skills (oral, digital) and to create connections between subjects (e.g., use mathematics in history lessons). In this study, we explored how social simulations can be used in primary education to meet these new goals. We conducted an expert appraisal (a qualitative Delphi method) with four experts specializing in innovating primary education. We selected three simulations that were freely available on the web, relevant for pupils’ lives and had a limited number of parameters. They dealt with segregation, gossip spread and population dynamics. We asked the experts to critically discuss these. Afterward, we analyzed the videotaped discussions in terms of affordances and constraints. The results showed that the affordances of social simulations include their broad ap...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603695"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603695"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603695; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67603695]").text(description); $(".js-view-count[data-work-id=67603695]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67603695; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='67603695']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=67603695]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":67603695,"title":"Using Social Simulations in Interdisciplinary Primary Education: An Expert Appraisal","internal_url":"https://www.academia.edu/67603695/Using_Social_Simulations_in_Interdisciplinary_Primary_Education_An_Expert_Appraisal","owner_id":105574,"coauthors_can_edit":false,"owner":{"id":105574,"first_name":"Pauline","middle_initials":null,"last_name":"Vos","page_name":"PaulineVos","domain_name":"hvl-no","created_at":"2009-12-27T06:05:53.576-08:00","display_name":"Pauline Vos","url":"https://hvl-no.academia.edu/PaulineVos"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="67603688"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/67603688/The_concept_of_the_derivate_in_modelling_and_applications_developing_a_framework_for_students_knowledge_and_skills"><img alt="Research paper thumbnail of The concept of the derivate in modelling and applications: developing a framework for students' knowledge and skills" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/67603688/The_concept_of_the_derivate_in_modelling_and_applications_developing_a_framework_for_students_knowledge_and_skills">The concept of the derivate in modelling and applications: developing a framework for students' knowledge and skills</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603688"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603688"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603688; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67603688]").text(description); $(".js-view-count[data-work-id=67603688]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67603688; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='67603688']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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</script> <div class="js-work-strip profile--work_container" data-work-id="67603680"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/67603680/Hoe_begrijpen_en_gebruiken_docenten_van_de_schoolvakken_natuurkunde_scheikunde_en_economie_het_wiskundige_concept_afgeleide_"><img alt="Research paper thumbnail of Hoe begrijpen en gebruiken docenten van de schoolvakken natuurkunde, scheikunde en economie het wiskundige concept ‘afgeleide’?" class="work-thumbnail" src="https://attachments.academia-assets.com/78360579/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/67603680/Hoe_begrijpen_en_gebruiken_docenten_van_de_schoolvakken_natuurkunde_scheikunde_en_economie_het_wiskundige_concept_afgeleide_">Hoe begrijpen en gebruiken docenten van de schoolvakken natuurkunde, scheikunde en economie het wiskundige concept ‘afgeleide’?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Hoe begrijpen en gebruiken docenten van de schoolvakken natuurkunde, scheikunde en economie het w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Hoe begrijpen en gebruiken docenten van de schoolvakken natuurkunde, scheikunde en economie het wiskundige concept 'afgeleide'?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="973408c2273343fe3550c73f22b2e285" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":78360579,"asset_id":67603680,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/78360579/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603680"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603680"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603680; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="67603662"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/67603662/Graphing_calculator_supported_instrumentation_schemes_for_the_concept_of_derivative_a_case_study"><img alt="Research paper thumbnail of Graphing calculator supported instrumentation schemes for the concept of derivative: a case study" class="work-thumbnail" src="https://attachments.academia-assets.com/78360485/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/67603662/Graphing_calculator_supported_instrumentation_schemes_for_the_concept_of_derivative_a_case_study">Graphing calculator supported instrumentation schemes for the concept of derivative: a case study</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports on the role of the graphing calculator (GC) in the learning of derivatives and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports on the role of the graphing calculator (GC) in the learning of derivatives and instantaneous rate of change. In a longitudinal study, we administered task based interviews before and after the introduction of calculus. We analyzed students’ use of the GC in these interviews. This paper reports on the case of one student, Andy, who is a resilient user of the GC while he develops into a flexible solver of problems on instantaneous rate of change. His case demonstrates that, although the GC is meant to promote the integration of symbolical, graphical and numerical techniques, it can facilitate a learning process in which symbolical techniques develop separately from other techniques.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1a5ce838a931390356590b644604eff4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":78360485,"asset_id":67603662,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/78360485/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603662"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603662"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603662; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="67603651"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/67603651/Comparing_three_curricular_levels_of_TIMSS_95_and_TIMSS_99_mathematics_results_in_the_Netherlands_with_Belgian_Flemish_data"><img alt="Research paper thumbnail of Comparing three curricular levels of TIMSS-95 and TIMSS-99 mathematics results in the Netherlands with Belgian (Flemish) data" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/67603651/Comparing_three_curricular_levels_of_TIMSS_95_and_TIMSS_99_mathematics_results_in_the_Netherlands_with_Belgian_Flemish_data">Comparing three curricular levels of TIMSS-95 and TIMSS-99 mathematics results in the Netherlands with Belgian (Flemish) data</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT: For many years the mathematics curricula for junior secondary schools in Belgium (Fland...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT: For many years the mathematics curricula for junior secondary schools in Belgium (Flanders) and the Netherlands were similar. Then, in 1993, a totally innovative curriculum was established in junior secondary schools in the Nether-lands, based on the principles of ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603651"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603651"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603651; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67603651]").text(description); $(".js-view-count[data-work-id=67603651]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67603651; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='67603651']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=67603651]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":67603651,"title":"Comparing three curricular levels of TIMSS-95 and TIMSS-99 mathematics results in the Netherlands with Belgian (Flemish) data","internal_url":"https://www.academia.edu/67603651/Comparing_three_curricular_levels_of_TIMSS_95_and_TIMSS_99_mathematics_results_in_the_Netherlands_with_Belgian_Flemish_data","owner_id":105574,"coauthors_can_edit":false,"owner":{"id":105574,"first_name":"Pauline","middle_initials":null,"last_name":"Vos","page_name":"PaulineVos","domain_name":"hvl-no","created_at":"2009-12-27T06:05:53.576-08:00","display_name":"Pauline Vos","url":"https://hvl-no.academia.edu/PaulineVos"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="67603640"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/67603640/Measuring_Progress_in_the_Implementation_of_a_New_Curriculum_Lessons_from_the_Netherlands"><img alt="Research paper thumbnail of Measuring Progress in the Implementation of a New Curriculum: Lessons from the Netherlands" class="work-thumbnail" src="https://attachments.academia-assets.com/78360480/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/67603640/Measuring_Progress_in_the_Implementation_of_a_New_Curriculum_Lessons_from_the_Netherlands">Measuring Progress in the Implementation of a New Curriculum: Lessons from the Netherlands</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes a case study, measuring the implementation of a totally overhauled mathemati...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes a case study, measuring the implementation of a totally overhauled mathematics curriculum. The case was the Netherlands, where in 1993 a new mathematics curriculum for the lower grades of secondary school was legislated, which differed in many respects from its p redecessor. The current paper describes a quantitative, large-scale trend study, measuring indicators of the extent to which grade 8 mathematics teachers were changing towards the intentions of the new curriculum, and whether students í performance changed accordingly. The paper has a strong methodologigal component on measuring teachers í curriculum implementation on a large scale. Measurements were carried out in 1999 in such a way that data analysis allowed (a) for a trend comparison with data from 1995, and (b) for a between-country comparison with Belgium (Flandres), where the curriculum had not changed. The results show that the match between intentions of the new mathematics curriculum and its im...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="66a6d2fca998d0d0196683796640368f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":78360480,"asset_id":67603640,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/78360480/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603640"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603640"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603640; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="67603625"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/67603625/Assessing_Mathematizing_Competences_Through_Multiple_Choice_Tasks_Using_Students_Response_Processes_to_Investigate_Task_Validity"><img alt="Research paper thumbnail of Assessing Mathematizing Competences Through Multiple-Choice Tasks: Using Students’ Response Processes to Investigate Task Validity" class="work-thumbnail" src="https://attachments.academia-assets.com/88155742/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/67603625/Assessing_Mathematizing_Competences_Through_Multiple_Choice_Tasks_Using_Students_Response_Processes_to_Investigate_Task_Validity">Assessing Mathematizing Competences Through Multiple-Choice Tasks: Using Students’ Response Processes to Investigate Task Validity</a></div><div class="wp-workCard_item"><span>International Perspectives on the Teaching and Learning of Mathematical Modelling</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter, we report on multiple-choice tasks for assessing mathematizing competences of gr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter, we report on multiple-choice tasks for assessing mathematizing competences of grade 9 students. The task format is complex, consisting of two layers. In the first layer, students are asked to consider a holistic modelling problem. In the second layer, they are asked for an atomistic competence (making assumptions, assigning variables, etc.) related to the same modelling problem. We conducted a qualitative study to investigate the validity of these tasks based on students’ response processes. Eight students worked in pairs solving the tasks collaboratively. The results show that all students were able to handle the layered task format. They reflected meta-cognitively on the holistic modelling problem, but none of them started solving it in itself. All students considered the remainder of the task, which made them focus on a specific mathematizing activity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="94be23d77f01c6cfa301f7666f0cff25" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88155742,"asset_id":67603625,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88155742/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="67603625"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67603625"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67603625; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63535669"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63535669/The_object_tool_duality_in_mathematical_modelling_a_framework_to_analyze_students_appropriation_of_Sankey_diagrams_to_model_dynamic_processes"><img alt="Research paper thumbnail of The object-tool duality in mathematical modelling - a framework to analyze students' appropriation of Sankey diagrams to model dynamic processes" class="work-thumbnail" src="https://attachments.academia-assets.com/75934705/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63535669/The_object_tool_duality_in_mathematical_modelling_a_framework_to_analyze_students_appropriation_of_Sankey_diagrams_to_model_dynamic_processes">The object-tool duality in mathematical modelling - a framework to analyze students' appropriation of Sankey diagrams to model dynamic processes</a></div><div class="wp-workCard_item"><span>Avances de Investigación en Educación Matemática,</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Students often do not experience the relevance of learning mathematics. This paper reports on an ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Students often do not experience the relevance of learning mathematics. This paper reports on an exploratory case study, in which a class of grade 8 students (n=35) was introduced to Sankey diagrams. The aim was to explore to what extent these students could appropriate Sankey diagrams, meaning: they could describe these as objects in themselves and they could use them to model and visualize phenomena relevant to them. Based on Cultural-Historical Activity Theory, we developed an analytical construct defined as the object-tool duality, coordinating mathematics as a set of objects and as a set of tools. The analysis of students’ answers showed that they could use these diagrams as tools to visualize phenomena. When asked to describe the object, all mentioned the tool-side. So, in their appropriation the tool-side came before the object-side. Our contribution is that teaching the tool-side of mathematics before the object-side may increase students’ sense of the relevance of mathematics, which is a topic to develop for future research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fdb523ef91937904bc45f65ae0cd2ff9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":75934705,"asset_id":63535669,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/75934705/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63535669"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63535669"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63535669; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63535518"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63535518/The_modelling_cycle_as_analytic_research_tool_and_how_it_can_be_enriched_beyond_the_cognitive_dimension"><img alt="Research paper thumbnail of The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension" class="work-thumbnail" src="https://attachments.academia-assets.com/75934591/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63535518/The_modelling_cycle_as_analytic_research_tool_and_how_it_can_be_enriched_beyond_the_cognitive_dimension">The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension</a></div><div class="wp-workCard_item"><span>CERME-12 conference paper</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The modelling cycle is a theoretical construct frequently applied in research studies on mathemat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The modelling cycle is a theoretical construct frequently applied in research studies on mathematical modelling. On the one hand, the modelling cycle highlights essential aspects of modelling, which makes it a tool for conceptualizing. On the other hand, the modeling cycle can be used as a research tool for analysis of students' work. In the latter case, it has the limitation of primarily yielding results of a cognitive nature. We sought ways to include other aspects to analyze, such as metacognitive strategies, tool use, and social norms. These aspects support and change the cognitive activities involved in mathematical modelling practice. Rather than the standard modelling cycle, we propose an enriched modelling cycle with overarching layers for analysis of results. The enriched modelling cycle is a wider theoretical framework with interacting dimensions that affect the phases in the modelling cycle. We discuss potentials and challenges of this framework for new research studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d4977774df716ba552ec6de6823ec2c8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":75934591,"asset_id":63535518,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/75934591/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63535518"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63535518"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63535518; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="62754044"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/62754044/Sankey_diagrams_in_the_mathematics_class"><img alt="Research paper thumbnail of Sankey diagrams in the mathematics class" class="work-thumbnail" src="https://attachments.academia-assets.com/75423447/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/62754044/Sankey_diagrams_in_the_mathematics_class">Sankey diagrams in the mathematics class</a></div><div class="wp-workCard_item"><span>Mathematics Teacher</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pauline Vos and Eric Oziegbe Omobude share their experience of teaching Sankey diagrams. Sankey d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pauline Vos and Eric Oziegbe Omobude share their experience of teaching Sankey diagrams. Sankey diagrams are useful for modeling and<br />visualizing industrial processes. They are also useful tools for visualizing relationships within complex data sets. This allows teachers to<br />visualize how false positive and false negative test results are related.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9d16c66954ff62160a9539b586a95811" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":75423447,"asset_id":62754044,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/75423447/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="62754044"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="62754044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62754044; 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