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Professor of Mathematics Education

Faculty of Science, Department of Mathematics, Freudenthal Institute for Science and Mathematics Education, Utrecht University

 
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Research Interests Prof. Dr. M.H.A.M. van den Heuvel-Panhuizen

Contact details

Freudenthal Institute for Science and Mathematics Education
Princetonplein 5, R471, 3584 CC Utrecht / PO BOX 85170, 3508 AD Utrecht
The Netherlands

+31(0)30 253 5648 (office direct)
+31(0)30 253 1179 (office general) 
+31(0)492 36 3530 (home)
+31(0)30 253 7494 (fax office)

m.vandenheuvel@fi.uu.nl

 

Received on February 1, 2012 the Svend Pedersen Lecture Award from the Department of Mathematics and Science Education of Stockholm University.

 

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PhD Projects
Publications
  Articles 2011
2010
2009
2008
earlier
Books/Chapters
Presentations
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Research Interests I am involved in the development of the theory and practical implications of Realistic Mathematics Education.
My research interests are in the learning and teaching of mathematics in early childhood and primary school.

Topics of interest:
· Assessment (see Assessment and Realistic Mathematics Education)
· Longitudinal learning and teaching trajectories
· Didactical use of models
· Early childhood
· Special education
· Use of ICT and games
· Early algebra
· Professional development
· Gender issues
· Didactical research designs and methodologies
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PhD projects · IMPULSE (Inquiring Mathematical Power and Unexploited Learning of Special-Ed students) – PhD student Marjolijn Peltenburg
  · BRXXX (Learning basic skills through games in primary school mathematics) – PhD student Marjoke Bakker
  · Primal (Picture books and Mathematical Language) – PhD student Nathalie Martel
  · ICA (Improvement of classroom assessment) – PhD student Michiel Veldhuis
  · Solving context-based mathematics tasks by Indonesian students: Towards improved achievement – PhD student Ariyadi Wijaya
  · Improving Indonesian students’ performance in algebra – PhD student Al Jupri
  · META (Mathematics Education Textbook Analysis) – PhD student Marc van Zanten
   
Projects PICO (Picture Books and Concept Development)
in collaboration with Dr. Iliada Elia (University of Cyprus) and Alexander Robitzsch, Dipl. Math (BIFIE Salzburg)
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Publications  
Selection of articles  
2012 Peltenburg, M., Van den Heuvel-Panhuizen, M., & Robitzsch, A. (2012). Special education students' use of indirect addition in solving subtraction problems up to 100 - A proof of the didactical potential of an ignored procedure. Educational Studies in Mathematics, 79, 351-369.
  Van den Heuvel-Panhuizen, M., & Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in Mathematics Education, 14(1), 17-47.
2011  
  Van den Heuvel-Panhuizen, M. & Peltenburg, M. (2011). A secondary analysis from a cognitive load perspective to understand why an ICT-based assessment environment helps special education students to solve mathematical problems. Mediterranean Journal for Research in Mathematics Education, 10(1-2), 23-41.
  Smith III, J. P., Van den Heuvel-Panhuizen, M., & Teppo, A. R. (2011). Learning, teaching, and using measurement: Introduction to the issue. ZDM – The International Journal on Mathematics Education, 43(5), 617-620.
  Van den Heuvel-Panhuizen, M., & Elia, I. (2011). Kindergartners’ performance in length measurement and the effect of picture book reading. ZDM – The International Journal on Mathematics Education, 43(5), 621-635.
  Hannighofer, J., Van den Heuvel-Panhuizen, M., Weirich, S. & Robitzsch, A. (2011). Revealing German primary school students’ achievements in measurement. ZDM The International Journal on Mathematics Education, 43(5), 651-665.
2010  
  Van den Heuvel-Panhuizen, M. (2010). Reform under attack – Forty Years of Working on Better Mathematics Education thrown on the Scrapheap? No Way! In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (pp. 1-25). Fremantle: MERGA.
   Elia, I., Van den Heuvel-Panhuizen, M., & Georgiou, A. (2010). The role of pictures in picture books on children’s cognitive engagement with mathematics. European Early Childhood Education Research Journal, 18(3), 125-147.
  Peltenburg, M. & Van den Heuvel-Panhuizen, M., & Robitzsch (2010). ICT-based dynamic assessment to reveal special education students’ potential in mathematics. Research Papers in Education, 25 (3), 319-334.
  Kolovou, A. & Van den Heuvel-Panhuizen, M. (2010). Online game-inherent feedback as a way to support early algebraic reasoning. International Journal of Continuing Engineering Education and Life Long Learning, 20(2), 224-238.
2009  
 

Van den Heuvel-Panhuizen, M. (2009). Hoe rekent Nederland? Utrecht: Universiteit Utrecht. (inaugural lecture in Dutch) [pdf]

Van den Heuvel-Panhuizen, M., Robitzsch, A., Treffers, A., & Köller, O. (2009). Large-scale assessment of change in student achievement: Dutch primary school students’ results on written division in 1997 and 2004 as an example. Psychometrika, 74(2), 351–365. [pdf]

Van den Heuvel-Panhuizen, M. & Treffers, A. (2009). Mathe-didactical reflections on young children’s understanding and application of subtraction-related principles. Mathematical Thinking and Learning, 11(1-2), 102-112. [pdf]

Van den Heuvel-Panhuizen, M., Van den Boogaard, S., & Doig, B. (2009). Picture books stimulate the learning of mathematics. Australian Journal of Early Childhood, 34(3), 30-39. [pdf]

Van den Heuvel-Panhuizen, M. (Ed.) (2009). Tools and settings supporting mathematics teachers’ learning in and from practice. In R. Even, & D. L. Ball (Eds.), The Professional Education and Development of Teachers of Mathematics: The 15th ICMI Study (pp. 185-209). New York, NY: Springer.

Peltenburg, M., Van den Heuvel-Panhuizen, M., & Doig, B. (2009). Mathematical power of special needs pupils: An ICT-based dynamic assessment format to reveal weak pupils’ learning potential. British Journal of Educational Technology, 40(2), 273–284. [pdf]

Elia, I., Van den Heuvel-Panhuizen, M., & Kolovou, A. (2009). Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics. ZDM – The International Journal on Mathematics Education, 41, 605–618. [pdf]

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), 31-68. [pdf]

Winkelmann, H. & Van den Heuvel-Panhuizen, M. (2009). Geschlechtsspezifische mathematische Kompetenzen. In D. Granzer, O. Köller, A. Bremerich-Vos, M. van den Heuvel-Panhuizen, K. Reiss, & G. Walther (Hrsg.), Bildungsstandards Deutsch und Mathematik (pp. 142-156). Weinheim/Basel: Beltz Verlag.

Winkelmann, H. & Van den Heuvel-Panhuizen, M. (2009). Die Erfassung mathematischen Argumentierens. In D. Granzer, O. Köller, A. Bremerich-Vos, M. van den Heuvel-Panhuizen, K. Reiss, & G. Walther (Hrsg.), Bildungsstandards Deutsch und Mathematik (pp. 157-168). Weinheim/Basel: Beltz Verlag.

Kolovou, A., van den Heuvel-Panhuizen, M., & Elia, I (2009). An online ICT environment to support and assess primary school students’ solving of non-routine puzzle-like mathematical word problems. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 385-392). Thessaloniki, Greece: PME.

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2008  
 

Van den Heuvel-Panhuizen, M. & Van den Boogaard, S. (2008). Picture books as an impetus for kindergartners’ mathematical thinking. Mathematical Thinking and Learning, 10(4), 341-373.

Winkelmann, H., Van den Heuvel-Panhuizen, M., & Robitzsch, A. (2008). Gender differences in the mathematics achievements of German primary school students: Results from a German large-scale study. ZDM – The International Journal on Mathematics Education, 40, 601-616.

Van den Heuvel-Panhuizen, M. (2008) Learning from “didactikids”: An impetus for revisiting the empty number line. Mathematics Education Research Journal, 20(3), 6-31.

 Kolovou, A., Van den Heuvel-Panhuizen, M., Bakker, A., & Elia, I. (2008). An ICT environment to assess and support students’ mathematical problem-solving performance in non-routine puzzle-like word problems. In A. Gagatsis (Ed.), Research in Mathematics Education (pp. 175-190). Nicosia, Cyprus: School of Social Sciences and Sciences of Education, University of Cyprus.

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Selection of
earlier articles
 
 

Van den Heuvel-Panhuizen, M. & Teppo, A. (2007). Tasks, teaching sequences, longitudinal trajectories: about micro didactics and macro didactics. In Woo, J. H., Lew, H. C., Park, K. S. & Seo, D. Y. (Eds.). Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 293). Seoul: PME. [pdf text] [pdf ppt]

Van den Heuvel-Panhuizen, M. & Wijers, M. (2005). Mathematics standards and curricula in the Netherlands. Zentralblatt für Didaktik der Mathematik, 37(4), 287-307. [pdf]

Van den Heuvel-Panhuizen, M. (2005). The role of contexts in assessment problems in mathematics. For the Learning of Mathematics, 25(2), 2-9 + 23.[pdf]

Van den Heuvel-Panhuizen, M. (2005). Can scientific research answer the ‘what’ question of mathematics education? Cambridge Journal of Education, 35(1), 35–53. [pdf]

Van den Heuvel-Panhuizen, M. & Bodin-Baarends C. (2004). All or nothing: Problem solving by high achievers in mathematics. Journal of the Korea Society of Mathematical Education, 8(3), 115-121.

Van den Heuvel-Panhuizen, M. (2003). The didactical use of models in Realistic Mathematics Education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54(1), 9-35. [pdf]

Van den Heuvel-Panhuizen, M. (2003). The learning paradox and the learning miracle: thoughts on primary school mathematics education. Journal für Mathematik-Didaktik, 24, 3, 96-121. [pdf]

Van den Heuvel-Panhuizen, M. (2003). Guides for didactical decision making in primary school mathematics education: the focus on the content domain of estimation. Skriftserie for Nasjonalt Senter for Matematikk i Opplaeringen, 1, 139-152. [pdf]

Van den Heuvel-Panhuizen, M. (2000). Mathematics Education in The Netherlands: A guided tour. FI-ICME-9cd-rom. Utrecht: Freudenthal Institute. [pdf]

Streefland, L. & Van den Heuvel-Panhuizen, M. (1999). Uncertainty. A metaphor for mathematics education. The Journal of Mathematical Behavior, 17(4) 393-397.

Middleton, J.A., Van den Heuvel-Panhuizen, M., & Shew J.A. (1998). Using bar representations as a model for connecting concepts rational number. Mathematics Teaching in the Middle School, 3(4), 302 - 312.

Van den Heuvel-Panhuizen, M., Middleton, J.A., & Streefland, L. (1995). Student-generated problems: easy and difficult problems on percentage. For the Learning of Mathematics, 15(3), pp. 21-27.

Middleton, J.A. & Van den Heuvel-Panhuizen, M. (1995). The ratio table. Mathematics Teaching in the Middle School, 1(4), 282-288

Van den Heuvel-Panhuizen, M. (1994). Improvement of (didactical) assessment by improvement of the problems: An attempt with respect to percentage. Educational Studies in Mathematics, 27(4), 341-372.

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Books/Chapters

Van den Heuvel-Panhuizen, M., Kühne, C., & Lombard, A. P. (2012). Learning Pathway for Number in the Early Primary Grades. Illovo, South Africa: Macmillan.

Van den Heuvel-Panhuizen, M., Kolovou, A., & Peltenburg, M. (2011). Using ICT to improve assessment. In B. Kaur, & W.K. Yoong (Eds), Assessment in the mathematics classroom: Yearbook 2011, Association of Mathematics Educators (pp. 165–185). Singapore: World Scientific and AME.

Van den Heuvel-Panhuizen, M., (Ed.) (2010). Los ninos aprenden mathematicas. Cd. Brisa, Naucalpan, México: Correo del Maestro.

Van den Heuvel-Panhuizen (Ed.), M. (2008). Children learn mathematics. A learning-teaching trajectory with intermediate attainment targets for calculation with whole numbers in primary school. Rotterdam /Tapei: Sense Publishers.

Van den Heuvel-Panhuizen, M. & Buys, K. (Eds.) (2008). Young children learn measurement and geometry. A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary school. Rotterdam /Tapei: Sense Publishers.

Van den Heuvel-Panhuizen, M. (2007). Changes in purpose, content and format: Trends in assessment in mathematics education. In B. Choksi & C. Natarajan (Eds.), The epiSTEME Reviews, Volume 2, Research Trends in Science, Technology and Mathematics Education (pp. 241-266). New Delhi, India: Macmillan.

Van den Heuvel-Panhuizen, M. (2004). Girls' and boys' problems: Gender differences in solving problems in primary school mathematics in the Netherlands. In B. Clarke, D.M. Clarke, G. Emanuelsson, B. Johansson, D.V. Lambdin, F.K. Lester, A. Wallby, & K. Wallby (Eds.), International Perspectives on Learning and Teaching Mathematics (pp. 237-252). Göteborg: National Center for Mathematics Education. [pdf] [book information]

Van den Heuvel-Panhuizen, M. (2004). Developing assessment problems on percentage. In T.A. Romberg (Ed.), Standards-based mathematics assessment in middle-school: Rethinking classroom practice (pp. 83-99). New York, NY: Teachers College Press.Van den Heuvel-Panhuizen, M. (1996). Assessment and Realistic Mathematics Education. Utrecht: CD-ß Press/Freudenthal Institute, Utrecht University. [pdf] [bookshop #172]

Van den Heuvel-Panhuizen, M. and Becker, J. (2003). Towards a didactic model for assessment design in mathematics education. In A.J. Bishop, M.A. Clements, C. Keitel, J. Kilpatrick, and F.K.S. Leung (Eds.), Second International Handbook of Mathematics Education (pp. 689-716). Dordrecht: Kluwer Academic Publishers. [pdf]

Van den Heuvel-Panhuizen, M. (2001). Realistic Mathematics Education in the Netherlands. In J. Anghileri (Ed.), Principles and practice in arithmetic teaching (pp. 49-63). Buckingham/Philadelphia: Open University Press.

Van den Heuvel-Panhuizen (Ed.), M. (2001). Proceedings of the 25th conference of the international group for the psychology of mathematics education. Volume 1-2-3-4. Utrecht: Freudenthal Institute, Utrecht University. [bookshop]

Van den Heuvel-Panhuizen, M. (1999). Context problems and assessment: ideas from the Netherlands. In I. Thompson (Ed.), Issues in teaching numeracy in primary schools (pp. 130-142). Buckingham, UK: Open University Press.

Van den Heuvel-Panhuizen, M. & Vermeer, H.J. (1999). Verschillen tussen jongens en meisjes bij het vak rekenen-wiskunde op de basisschool. Utrecht: CD-ß Press/Freudenthal Institute, Utrecht University. (in Dutch)

Gravemeijer, K., Van den Heuvel-Panhuizen, M., Van Donselaar, G., Ruesink, N., Streefland, L., Vermeulen, W., Te Woerd, E., & Van der Ploeg, D. (1993). Methoden in het reken-wiskundeonderwijs, een rijke context voor vergelijkend onderzoek. Utrecht: CD-ß Press/Freudenthal Institute, Utrecht University. (in Dutch)

 

 

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Presentations  
   
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