Arthur Bakker

Last updated
Arthur Bakker
Born (1970-01-03) January 3, 1970 (age 55)
Scientific career
FieldsMathematics education
InstitutionsFreudenthal Institute
Utrecht University
University of Bremen
Thesis Design research in statistics education: On symbolizing and computer tools  (2004)
Doctoral advisor Koeno Gravemeijer
Gellof Kanselaar
Jan de Lange

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] Techno-Mathematical Literacies: Bakker co-authored Improving Mathematics at Work: The Need for Techno-Mathematical Literacies (2010), which explores the mathematical skills required in modern workplaces.

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.
  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 . hdl: 10871/20613 . 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.
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