Contact

Arthur Bakker

Research interests and expertise

My main strands of research are in statistics education and vocational education. A project on Interest in Science: Development Across Sites of Learning (ISDASOL) started in September 2012 (with Akkerman).

Projects in statistics education:

1. Dissertation (1998-2004): Design research in statistics education: On symbolizing and computer tools. This included historical and Peircean semiotic analyses: Bakker & Gravemeijer (2006), Bakker (2007), Bakker & Hoffmann (2005). Supervised by Koeno Gravemeijer, Gellof Kanselaar and Jan de Lange.
2. Bridging mathematics and science education (2007-2012). Learning statistical modelling based on authentic practices (supervision of a PhD project carried out by Adri Dierdorp, DUDOC)
3. Curriculum coherence (2008-2011). Evaluation of curriculum lines of statistics education (with Anneke Verschut, DUDOC)
4. Collaboration with Dani Ben-Zvi (Israel) and Katie Makar (Australia): MTL paper, ZDM paper, SRTL conferences and a three-year project on argumentation funded by the Australian Research Council.

Projects in vocational education and training:

1. Mathematics in the workplace (2004-2007). Project website: Techno-mathematical Literacies in the Workplace, with Prof. Celia Hoyles, Prof. Richard Noss and Dr. Phillip Kent.
2. Boundary crossing between school and work in vocational education (2007-2011): NWO-PROO-funded project with Prof. Koeno P. E. Gravemeijer, Dr. Sanne F. Akkerman and Monica Wijers)
3. Rekenen in Beeld (2011-2013): supervision of a PhD project of Kees Hoogland (Onderwijsbewijs) on mathematical literacy (gecijferdheid) in primary, secondary, prevocational (VMBO) and senior secondary vocational education (MBO).

   Bakker has a senior qualification for educational design and is a member of the Editorial Boards of PLOS ONE and Educational Studies in Mathematics (ESM, ISI). In the Master's programme Science Education and Communication (SEC), he teaches Research Methods and coordinates Research Projects. He also teaches a course for mathematics students and one for educational science students. In 2011 he was the local organiser of the conference on Statistical Reasoning, Thinking and Literacy (SRTL). Since 2007 he has been member of the IPC of SRTL. He is the CERME 2013 working group leader of Stochastical Thinking (WG5). 

   Recent publications

   Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81, 132-169. toll-free link
   

   Akkerman, S. F., & Bakker, A. (2011). Learning at the boundary: An introduction. International Journal of Educational Research, 50(1), 1-5.
   
   Akkerman, S. F., & Bakker, A. (2012). Crossing boundaries between school and work during apprenticeships. Vocations and Learning, 5(2), 153-173.
   
   Bakker, A. & Derry, J. (2011). Lessons from inferentialism for statistics education. Mathematical Thinking and Learning, 13, 5-26. http://dx.doi.org/10.1080/10986065.2011.538293
   
   Bakker, A., Groenveld, D. J. G., Wijers, M.,  Akkerman, S. F., & Gravemeijer, K. P. E. (in press). Proportional reasoning in the laboratory: An intervention study in vocational education. Educational Studies in Mathematics. http://dx.doi.org/10.1007/s10649-012-9393-y 
   
   

   Bakker, A., Hoyles, C., Kent, P., & Noss, R. (2012). Improving work processes by making the invisible visible. In D. W. Livingstone, & D. Guile (Eds.). The knowledge economy and lifelong learning (pp. 257-275). Rotterdam: Sense.

   Bakker, A., Kent, P., Hoyles, C., & Noss, R. (2011). Designing for communication at work: A case for technology-enhanced boundary objects. International Journal of Educational Research, 50(1), 26-32. doi:10.1016/j.ijer.2011.04.006

   Bakker, A., Wijers, M., Jonker, V., & Akkerman, S. F. (2011). The use, nature and purposes of measurement in intermediate-level occupations. ZDM The International Journal on Mathematics Education, 43(5), 737-746.

   Ben-Zvi, D., Aridor, K., Makar, K., & Bakker, A. (2012). Students' emergent articulations of uncertainty while making informal statistical inferences. ZDM the International Journal on Mathematics Education, 44(7), 913-925.

   Biehler, R., Ben-Zvi, D., Bakker, A., & Makar, K. (2013). Technology for enhancing statistical reasoning at the school level. In M. A. Clement, A. J. Bishop, C. Keitel, J. Kilpatrick, J., & A. Y. L. Leung,  (Eds.). Third International Handbook on Mathematics Education (pp. 643-689). New York: Springer. doi: 10.1007/978-1-4614-4684-2_21

   Dierdorp, A., Bakker, A., Eijkelhof, H. M. C., & van Maanen, J. A. (2011). Authentic practices as contexts for learning to draw inferences beyond correlated data. Mathematical Thinking and Learning, 13, 132-151. http://dx.doi.org/10.1080/10986065.2011.538294

   Dierdorp, A., Bakker, A., Eijkelhof, H. M. C., & van Maanen, J. A. (2013). Betekenisvolle statistiek in beroepspraktijken als brug tussen wiskunde en natuurwetenschappen: Evaluatie van een ontwerponderzoek. Pedagogische Studien, 90, 4 - 18.
   
   Kent, P., Bakker, A., Hoyles, C., & Noss, R. (2011). Measurement in the workplace: The case of process improvement in the manufacturing industry. ZDM the International Journal on Mathematics Education, 43(5). DOI 10.1007/s11858-011-0359-9

   Makar, K., Bakker, A., & Ben-Zvi, D. (2011). The reasoning behind informal statistical inference. Mathematical Thinking and Learning, 13, 152-173. http://dx.doi.org/10.1080/10986065.2011.538301
   
   Smit, J., van Eerde, H. A. A., & Bakker, A. (in press). A conceptualisation of whole-class scaffolding. British Educational Research Journal. Online first: http://onlinelibrary.wiley.com/doi/10.1002/berj.3007/pdf

4. Books

   Bakker, A. (2004). Design research in statistics education: On symbolizing and computer tools. Utrecht, the Netherlands: CD Beta Press.

   Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2010). Improving mathematics at work: The need for techno-mathematical literacies. London: Routledge. Order here.

   Special issues

   Mind, Culture, and Activity, 14(1&2). Learning and technology at work. Guest editors: Kent, P., Hoyles, C., Noss, R., Guile, D., & Bakker, A. (2007). http://dx.doi.org/10.1080/10749030701307606

   Pedagogische Studiën, 84. Wiskunde en ICT. Guest editors: Bakker, A., Gravemeijer, K. P. E., & Wubbels, T. (2007).

   International Journal of Educational Research. Learning at the boundary. Guest editors: Akkerman, S. F., & Bakker, A. (2011)  

   Educational Studies in Mathematics. Characterising and developing vocational mathematical knowledge. Guest editors: Bakker, A., Akkerman, S. F., & FitzSimons, G. (planned for 2013).

   Pedagogische Studiën. Onderzoek naar vernieuwingen in het bètaonderwijs. Guest editors: Arthur Bakker, Kerst Boersma, Jan van Driel. 2013, 90, 2-3.

   Other scientific publications (according to the ICO norm, anti-chronologically ordered)

   Kolovou, A., Van den Heuvel-Panhuizen, M., & Bakker, A. (2009). Non-routine problem solving tasks in primary school mathematics textbooks: A needle in a haystack. Mediterranean Journal for Research in Mathematics Education, 8(2), 29-66.

   Bakker, A., Kent, P., Derry, J., Noss, R., & Hoyles, C. (2008). Statistical inference at work: The case of statistical process control.Statistics Education Research Journal, 7(2), 130-145.

   Bakker, A. (2007a). Diagrammatic reasoning and hypostatic abstraction in statistics education.Semiotica, 164, 9-29.

   Bakker, A. (2007b). Diagrammatisch redeneren als basis voor begripsontwikkeling in het statistiekonderwijs. Pedagogische Studiën, 84, 340-357.

   Hoyles, C., Bakker, A., Kent, P., & Noss, R. (2007). Attributing meanings to representations of data: The case of statistical process control.Mathematical Thinking and Learning, 9, 331-360.

   Kent, P., Noss, R., Guile, D., Hoyles, C., & Bakker, A. (2007). Characterizing the use of mathematical knowledge in boundary-crossing situations at work.Mind, Culture, and Activity, 14, 64-82. http://dx.doi.org/10.1080/10749030701307747

   Noss, R., Bakker, A., Hoyles, C., & Kent, P. (2007). Situating graphs as workplace knowledge.Educational Studies in Mathematics, 65, 367-384.

   Bakker, A., & Gravemeijer, K. P. E. (2006). An historical phenomenology of mean and median.Educational Studies in Mathematics, 62, 149-168.

   Bakker, A., Hoyles, C., Kent, P., & Noss, R. (2006). Improving work processes by making the invisible visible.Journal of Education and Work, 19, 343-361.

   Bakker, A., & Hoffmann, M. (2005). Diagrammatic reasoning as the basis for developing concepts: A semiotic analysis of students' learning about statistical distribution.Educational Studies in Mathematics, 60, 333-358.

   Bakker, A. (2004). Reasoning about shape as a pattern in variability.Statistics Education Research Journal, 3(2), 64-83.

   Bakker, A. (2003). The early history of statistics and implications for education.Journal of Statistics Education, 11(1).

   Selection of other publications in English

   Bakker, A. (2002). Route-type and landscape-type software for learning statistical data analysis. In B. Phillips (Ed.), Proceedings of the Sixth International Conference of Teaching Statistics [CD-ROM]. Voorburg, the Netherlands: International Statistical Institute. http://www.stat.auckland.ac.nz/~iase/publications.php?show=1

   Bakker, A. (2004). Design research in statistics education. In P. Drijvers (Ed.), Classroom-based research in mathematics education (pp. 61-82). Utrecht, the Netherlands: Freudenthal Institute. Bakker, A. (2005a). Celia Hoyles on Freudenthal - an interview. In H. ter Heege, T. Goris, R. Keijzer & L. Wesker (Eds.), Freudenthal 100 (pp. 129-131). Utrecht: Freudenthal Instituut. Bakker, A. (2005b). Do computer tools improve statistical literacy? MSOR Connections, 5(1), 28-29.

   Bakker, A., Biehler, R., & Konold, C. (2005). Should young students learn about box plots? In G. Burrill & M. Camden (Eds.), Curricular development in statistics education: International Association for Statistical Education 2004 Roundtable (pp. 163-173). Voorburg, the Netherlands: International Statistical Institute.

   Bakker, A., Chance, B., Li, J., & Watson, J. M. (2005). Working group report on curriculum and research in statistics education. In G. Burrill (Ed.), Curricular development in statistics education, (pp. 279-282): IASE.

   Bakker, A., Derry, J., & Konold, C. (2006). Technology to support diagrammatic reasoning about center and variation. In A. Rossmann & B. Chance (Eds.), Proceedings of the Seventh International Conference on Teaching Statistics, Salvador, Brazil. Voorburg, the Netherlands: International Statistical Institute. http://www.stat.auckland.ac.nz/~iase/publications.php?show=17

   Bakker, A., & Frederickson, A. (2005). Comparing distributions and growing samples by hand and with a computer tool. In W. J. Masalski (Ed.), Technology-supported mathematics learning environments: Sixty-seventh Yearbook of the National Council of Teachers of Mathematics (pp. 75-91). Reston, VA: National Council of Teachers of Mathematics.

   Bakker, A., & Gravemeijer, K. P. E. (2003). Planning for problem solving in statistics. In R. Charles & H. L. Schoen (Eds.), Teaching mathematics through problem solving: Grades 6 - 12 (pp. 105-117). Reston, VA: National Council of Teachers of Mathematics.

   Bakker, A., & Gravemeijer, K. P. E. (2004). Learning to reason about distribution. In D. Ben-Zvi & J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning, and thinking (pp. 147-168). Dordrecht, the Netherlands: Kluwer Academic Publishers.

   Bakker, A., Hoyles, C., Kent, P., & Noss, R. (2005). Graphic examples. The Packaging Professional, 28(4), 12-13.

   Bakker, A., Kent, P., Noss, R., & Hoyles, C. (2006). Designing statistical learning opportunities for industry. In A. Rossmann & B. Chance (Eds.), Proceedings of the Seventh International Conference on Teaching Statistics, Salvador, Brazil [CD-ROM] (pp. 1-4). Voorburg, the Netherlands: International Statistical Institute.

   Bakker, A., Kent, P., Noss, R., Hoyles, C., & Bhinder, C. (2006). "It's not just magic!" Learning opportunities with spreadsheets in the financial sector. In D. Hewitt (Ed.), Proceedings of the British Society for Research into Learning Mathematics - Volume 26 Number 1 (pp. 17-22). London: BSRLM.

   Bakker, A., Kent, P., Noss, R., & Hoyles, C. (2008). Using technology-enhanced boundary objects to develop techno-mathematical literacies in manufacturing industry. In Jonker, V., Kanselaar, G., Prins, F., & Kirschner, P. (Eds.), Proceedings of the International Conference of the Learning Sciences 2008. Utrecht: International Society of the Learning Sciences.

   Bakker, A, Kent, P, Noss, R., & Hoyles, C. (2009). Alternative representations of statistical measures in computer tools to promote communication between employees in automotive manufacturing. Technology Innovations in Statistics Education, 3(2). Retrieved from: http://www.escholarship.org/uc/item/53b9122r

   Kent, P., Bakker, A., Hoyles, C., & Noss, R. (2005a). Statistical reasoning in the workplace: Techno-mathematical Literacies and learning opportunities. In D. Hewitt (Ed.), Proceedings of the British Society for Research into Learning Mathematics (pp. 37-42). London: BSRLM.

   Dierdorp, A., Bakker, A., Van Maanen, J., & Eijkelhof, H. M. C. (2010). Educational versions of authentic practices as contexts to teach statistical modeling. Proceedings of ICOTS8, Ljubljana, Slovenia, July 2010.

   Kent, P., Bakker, A., Hoyles, C., & Noss, R. (2005b). Techno-mathematical Literacies in the workplace. MSOR Connections, 5(1), 25-27.

   Kent, P., Hoyles, C., Noss, R., Guile, D., & Bakker, A. (2007). Learning and technology at work. Mind, Culture, and Activity, 14, 1-4. [Introduction to a special issue]. http://dx.doi.org/10.1080/10749030701307606

   Verschut, A., & Bakker, A. (2010). Towards evaluation criteria of coherence of a data-based-statistics curriculum. Proceedings of ICOTS8, Ljubljana, Slovenia, July 2010.

   Selected publications in Dutch

   Bakker, A. (1999). Statistisch redeneren; Uitstapje naar de cognitieve psychologie. Nieuwe Wiskrant, 19(2), 42-46.

   Bakker, A. (2001a). De mediaan in het middelpunt. Nieuwe Wiskrant, 21(1), 28-31.

   Bakker, A. (2001b). Minitools om statistiek mee te leren. Nieuwe Wiskrant, 20(4), 39-43.

   Bakker, A. (2005a). Pillen tellen. Goed tellen is soms van levensbelang [Counting tablets well can save lives]. Volgens Bartjens, 24(4), 24-24.

   Bakker, A. (2005b). Redeneren als basis voor begripsontwikkeling [Reasoning as a basis for conceptual development]. Panama-Post. Tijdschrift voor nascholing en onderzoek van het reken-wiskundeonderwijs, 24(1), 3-8.

   Bakker, A. (2008). Geleid heruitvinden vanuit een probleemstellende benadering. Panama-Post. Tijdschrift voor nascholing en onderzoek van het reken-wiskundeonderwijs, 271, 44-49.

   Bakker, A., & Gravemeijer, K. P. E. (2002). Leren redeneren over verdeling; een ontwikkelingsonderzoek.Tijdschrift voor Didactiek der Beta-wetenschappen, 19, 2-23.

   Bakker, A., Hoyles, C., Kent, P., & Noss, R. (2005). Grafieken lezen om problemen op te lossen op de werkvloer [Reading graphs to solve problems on the shop floor]. Nieuwe Wiskrant, 25(2), 33-36.

   Bakker, A., Hoyles, C., Kent, P., & Noss, R. (2006). Gesitueerd modelleren in het bedrijfsleven: Een voorbeeld van technisch-wiskundige geletterdheid.Tijdschrift voor Didactiek der β-wetenschappen, 23(1 & 2)

   Bakker, A., Hoyles, C., Kent, P., & Noss, R. (2008). Statistische procescontrole in de autoindustrie. Euclides, 83(4), 219-222.

   Gravemeijer, K. P. E., Bakker, A., & Wubbels, T. (2007). Wiskunde en ICT: Inleiding op het themanummer. Pedagogische Studiën, 84, 327-329.
   
   

   van Amerom, B., Bakker, A., Blom, K., Kool, M., & van Maanen, J. (2000). Zou het vermoeden van Goldbach ook bewezen zijn? Essay-review van: Denis Guedj, De stelling van de papegaai. Euclides, 75(7), 238-242.

   Selected instructional materials (Mathematics in Context)

   Bakker, A., Wijers, M., & Burrill, G. (2006). Second chance. In Wisconsin Center for Education Research & Freudenthal Institute (Eds.), Mathematics in context. Chicago: Encyclopaedia Britannica, Inc.

   De Jong, J. A., Wijers, M., Bakker, A., Middleton, J. A., Simon, A. N., & Burrill, G. (2006). Dealing with data. In Wisconsin Center for Education Research & Freudenthal Institute (Eds.), Mathematics in context. Chicago: Encyclopaedia Britannica, Inc.

   Jonker, V., Van Galen, F, Boswinkel, N., Wijers, M., Bakker, A., Simon, A., Burrill, G., & Middleton, J. (2006). Take a chance. In Wisconsin Center for Education Research & Freudenthal Institute (Eds.), Mathematics in context. Chicago: Encyclopaedia Britannica, Inc.

   Roodhardt, A., Wijers, M., Bakker, A., Cole. B. R., & Burrill, G. (2006). Great predictions. In Wisconsin Center for Education Research & Freudenthal Institute (Eds.), Mathematics in context. Chicago: Encyclopaedia Britannica, Inc.

   Wijers, M., De Lange, J., Bakker, A., Shafer, M. C., & Burrill, G. (2006). Insights into data. In Wisconsin Center for Education Research & Freudenthal Institute (Eds.), Mathematics in context. Chicago: Encyclopaedia Britannica, Inc.