Arthur Bakker

Last updated

Arthur Bakker (born January 3, 1970) is a Dutch mathematics education researcher and associate professor at the Freudenthal Institute, Utrecht University, Netherlands. [1] He is Fellow at the University of Bremen. [2]

Contents

Service and Functions

He is editor-in-chief of Educational Studies in Mathematics . [3] [4] [5] [6] Before, he was associate editor of Educational Studies in Mathematics since 2014. [7]

With Celia Hoyles, Phillip Kent, and Richard B. Noss, he is the co-author of Improving Mathematics at Work: The Need for Techno-Mathematical Literacies (Routledge, 2010). [8]

His main area of expertise is mathematics education, but he has contributed also to a more general boundary-crossing framework, [9] and to the development of design research in education as a methodological approach to improve education and education as a design science more generally. [10] Other areas of interest include interest development, [11] attitudes toward science and mathematics, [12] inferentialism, [13] [14] [15] scaffolding, [16] [17] and embodied design. [18] [19] Bakker is project leader of The Digital Turn in Epistemology project funded by NWO. [20]

Career

In 2004, Bakker graduated (PhD) on his dissertation titled Design research in statistics education: On symbolizing and computer tools [21] , one of the first dissertations on design research (supervised by Koeno Gravemeijer, Gellof Kanselaar, and Jan de Lange). Alongside this project, he participated as advisor and curriculum author in the TinkerPlots project (NSF, ESI-9818946), directed by Cliff Konold (UMass, Amherst).

At the Institute of Education (now UCL), he was research officer with Phillip Kent, in the TLRP project Technomathematical Literacies in the workplace, codirected by Celia Hoyles and Richard Noss (2004–2007). [22]

Honours

In 1989, Bakker received the third prize in the National Mathematics Olympiad (Netherlands) and also the first prize in the Pythagoras Olympiad. [22]

Related Research Articles

Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.

<span class="mw-page-title-main">Hans Freudenthal</span> Jewish-German born Dutch mathematician

Hans Freudenthal was a Jewish German-born Dutch mathematician. He made substantial contributions to algebraic topology and also took an interest in literature, philosophy, history and mathematics education.

<span class="mw-page-title-main">Robbert Dijkgraaf</span> Dutch politician, mathematical physicist and string theorist

Robertus Henricus "Robbert" Dijkgraaf FRSE is a Dutch theoretical physicist, mathematician and string theorist, and the current Minister of Education, Culture and Science in the Netherlands. From July 2012 until his inauguration as minister in January 2022, he had been the director and Leon Levy professor at the Institute for Advanced Study in Princeton, New Jersey, and a tenured professor at the University of Amsterdam.

<span class="mw-page-title-main">Constructivism (philosophy of education)</span> Philosophical viewpoint about the nature of knowledge; theory of knowledge

Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.

<span class="mw-page-title-main">Alan Weinstein</span> American mathematician

Alan David Weinstein is a professor of mathematics at the University of California, Berkeley, working in the field of differential geometry, and especially in Poisson geometry.

<span class="mw-page-title-main">Virtual manipulatives for mathematics</span>

Virtual math manipulatives are visual representations of concrete math manipulatives. They are accessed through a variety of websites and apps. Virtual math manipulatives are modeled after concrete math manipulatives that are commonly used in classrooms to physically represent mathematical concepts and support student understanding of mathematical concepts.

Educational Studies in Mathematics is a peer-reviewed academic journal covering mathematics education. It was established by Hans Freudenthal in 1968. The journal is published by Springer Science+Business Media and the editors-in-chief are Susanne Prediger and David Wagner. According to the Journal Citation Reports, the journal has a 2020 impact factor of 2.402.

<span class="mw-page-title-main">Hans Duistermaat</span> Dutch mathematician (1942–2010)

Johannes Jisse (Hans) Duistermaat was a Dutch mathematician.

In statistics education, informal inferential reasoning refers to the process of making a generalization based on data (samples) about a wider universe (population/process) while taking into account uncertainty without using the formal statistical procedure or methods.

<span class="mw-page-title-main">Celia Hoyles</span> British mathematician

Dame Celia Mary Hoyles, is a British mathematician, educationalist and Professor of Mathematics Education at University College London (UCL), in the Institute of Education (IoE).

<i>An Elusive Science</i>

An Elusive Science: The Troubling History of Education Research is a history of American education research written by Ellen Condliffe Lagemann and published by University of Chicago Press in 2000.

Marta Civil is an American mathematics educator. Her research involves understanding the cultural background of minority schoolchildren, particularly Hispanic and Latina/o students in the Southwestern United States, and using that understanding to promote parent engagement and focus mathematics teaching on students' individual strengths. She is the Roy F. Graesser Endowed Professor at the University of Arizona, where she holds appointments in the department of mathematics, the department of mathematics education, and the department of teaching, learning, and sociocultural studies.

Mary Kay Stein is an American mathematics educator who works as a professor of learning sciences and policy and as the associate director and former director of the Learning Research and Development Center at the University of Pittsburgh.

Christina Eubanks-Turner is a professor of mathematics in the Seaver College of Science and Engineering at Loyola Marymount University (LMU). Her academic areas of interest include graph theory, commutative algebra, mathematics education, and mathematical sciences diversification. She is also the Director of the Master's Program in Teaching Mathematics at LMU.

Douglas H. Clements is an American scholar in the field of early mathematics education. Previously a preschool and kindergarten teacher, his research centers on the learning and teaching of early mathematics, computer applications for mathematics teaching, and scaling up successful educational interventions. Clements has contributed to the writing of educational standards including the Common Core State Standards, the NCTM's Principles and Standards for School Mathematics and the NCTM's 2006 Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics.

Anna Sierpińska was a Polish-Canadian scholar of mathematics education, known for her investigations of understanding and epistemology in mathematics education. She was a professor emerita of mathematics and statistics at Concordia University.

<span class="mw-page-title-main">Erna Beth Yackel</span> American college professor (1939–2022)

Erna Beth Seecamp Yackel was an American college professor and math educator. She was a member of the faculty at Purdue University Northwest from 1984 to 2004.

Arthur "Art" J. Baroody is an educational psychologist, academic, and an expert in mathematics education research. He is a Professor Emeritus of Curriculum and Instruction at the University of Illinois at Urbana-Champaign, and a Senior Research Fellow in Morgridge College of Education (COE) at the University of Denver.

Susan Baker Empson is an American scholar of mathematics education whose work includes longitudinal studies of children's mathematical development, the use of Cognitively Guided Instruction in mathematics education, analyses of childhood understanding of the concept of fractions, and research on the professional development of mathematics educators. She is a professor emerita in the Department of Learning, Teaching, and Curriculum at the University of Missouri, where she held the Richard Miller endowed chair of mathematics education.

Mathematics for social justice is a pedagogical approach to mathematics education that seeks to incorporate lessons from critical mathematics pedagogy and similar educational philosophies into the teaching of mathematics at schools and colleges. The approach tries to empower students on their way to developing a positive mathematics identity and becoming active, numerically literate citizens who can navigate and participate in society. Mathematics for social justice puts particular emphasis on overcoming social inequalities. Its proponents, for example, Bob Moses, may understand numerical literacy as a civil right. Many of the founders of the movement, e.g. Eric Gutstein, were initially mathematics teachers, but the movement has since expanded to include the teaching of mathematics at colleges and universities. Their educational approach is influenced by earlier critical pedagogy advocates such as Paulo Freire and others. Mathematics for social justice has been criticised, however, its proponents argue that it both fits into existing teaching frameworks and promotes students' success in mathematics.

References

  1. ↑ "Dr. A. (Arthur) Bakker". Employees. Universiteit Utrecht. Retrieved 16 June 2019.
  2. ↑ "Arthur Bakker". Universität Bremen. Projekte und Forschung. Assoziierte Partner*innen. Retrieved 16 June 2019.
  3. ↑ Springer. "Educational Studies in Mathematics" . Retrieved 16 June 2019.
  4. ↑ Ryan Andrew Nivens; Samuel Otten (2017). "Assessing Journal Quality in Mathematics Education". Journal for Research in Mathematics Education. 48 (4): 348. doi:10.5951/jresematheduc.48.4.0348. ISSN   0021-8251.
  5. ↑ Törner G. & Azarello, F. (2013). "Grading mathematics education research journals". Mitteilungen der Gesellschaft für Didaktik der Mathematik. 39 (95): 31–34.
  6. ↑ Steven R. Williams; Keith R. Leatham (2017). "Journal Quality in Mathematics Education". Journal for Research in Mathematics Education. 48 (4): 369. doi:10.5951/jresematheduc.48.4.0369. ISSN   0021-8251.
  7. ↑ "Additional functions". Employees. Universiteit Utrecht. Arthur Bakker. Retrieved 16 June 2019.
  8. ↑ Gainsburg, Julie (January 2011). "Review of Improving Mathematics at Work: The Need for Techno-Mathematical Literacies". Educational Studies in Mathematics. 76 (1): 117–122. doi:10.1007/s10649-010-9266-1. hdl: 10211.2/1782 . JSTOR   41486156. S2CID   119778716.[ verification needed ]
  9. ↑ Akkerman, S. F.; Bakker, A. (2011). "Boundary crossing and boundary objects". Review of Educational Research. 81 (2): 132–169. doi:10.3102/0034654311404435. S2CID   53685507.
  10. ↑ Arthur, Bakker. Design research in education : a practical guide for early career researchers. Abingdon, Oxon. ISBN   9781351329422. OCLC   1044734218.
  11. ↑ Bakker, Arthur; Akkerman, Sanne F. (2018-08-31). "Persons pursuing multiple objects of interest in multiple contexts". European Journal of Psychology of Education. 34: 1–24. doi: 10.1007/s10212-018-0400-2 . ISSN   1878-5174.
  12. ↑ Savelsbergh, Elwin R.; Prins, Gjalt T.; Rietbergen, Charlotte; Fechner, Sabine; Vaessen, Bram E.; Draijer, Jael M.; Bakker, Arthur (2016-11-01). "Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study". Educational Research Review. 19: 158–172. doi: 10.1016/j.edurev.2016.07.003 . ISSN   1747-938X.
  13. ↑ Bakker, A. & Derry, J. (2011). "Lessons from inferentialism for statistics education". Mathematical Thinking and Learning. 13 (1–2): 5–26. doi:10.1080/10986065.2011.538293. S2CID   122733822.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  14. ↑ Derry, Jan; Bakker, Arthur; Taylor, Samuel D.; Noorloos, Ruben (2017-12-01). "Inferentialism as an alternative to socioconstructivism in mathematics education". Mathematics Education Research Journal. 29 (4): 437–453. Bibcode:2017MEdRJ..29..437N. doi: 10.1007/s13394-017-0189-3 . ISSN   2211-050X.
  15. ↑ Taylor, Samuel D.; Noorloos, Ruben; Bakker, Arthur (2017). "Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning". Journal of Philosophy of Education. 51 (4): 769–784. doi:10.1111/1467-9752.12264. hdl:1874/360554. ISSN   1467-9752.
  16. ↑ Wegerif, Rupert; Smit, Jantien; Bakker, Arthur (2015-11-01). "Scaffolding and dialogic teaching in mathematics education: introduction and review". ZDM. 47 (7): 1047–1065. doi: 10.1007/s11858-015-0738-8 . ISSN   1863-9704.
  17. ↑ Smit, Jantien; Eerde, Henriëtte A. A. van; Bakker, Arthur (2013). "A conceptualisation of whole-class scaffolding". British Educational Research Journal. 39 (5): 817–834. doi:10.1002/berj.3007. ISSN   1469-3518.
  18. ↑ Schaaf, Marieke van der; Bakker, Arthur; Shayan, Shakila; Abrahamson, Dor (2015). "Eye-Tracking Piaget: Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action". Human Development. 58 (4–5): 218–244. doi:10.1159/000443153. hdl:1874/343144. ISSN   1423-0054. S2CID   147259988.
  19. ↑ Abrahamson, Dor; Schaaf, Van der; F, Marieke; Bakker, Arthur; Shayan, Shakila; Duijzer, Carolien A. C. G. (2017). "Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition". Frontiers in Psychology. 8: 144. doi: 10.3389/fpsyg.2017.00144 . ISSN   1664-1078. PMC   5296304 . PMID   28228739.
  20. ↑ Utrecht Universiteit. "Digital Turn in Epistemology" . Retrieved 16 June 2019.
  21. ↑ Bakker, Arthur (2004). Design research in statistics education: On symbolizing and computer tools (PDF). Amersfoort: Wilco.
  22. 1 2 "Dr. Arthur Bakker. CV". Employees. Universiteit Utrecht. Retrieved 16 June 2019.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.