Freudenthal InstituteFaculty of Mathematics and Computer Science

Research group on mathematics educationUtrecht University

______

Dr. M. van den Heuvel-Panhuizen

full name:Van den Heuvel-Panhuizen, M.H.A.M.

first name:Marja

email:

phone:(+31) 030-263 55 48 (office direct)

(+31) 030-263 55 55 (office general)

(+31) 0492-36 35 30 (home)

fax:(+31) 030-266 04 30 (office)

homepage:

  • Research Interests
  • Publications
  • Presentations
  • Links

Research Interests

In am involved in the development of the theory and practical implications of Realistic Mathematics Education. [link naar Realistic Mathematics Education op Engels Fi home page]

My research interests lay in the field of pre-school mathematical developments, and in primary and middle school mathematics education.

Topics of interest:

  • Assessment in mathematics education
  • Longitudinal learning and teaching pathways
  • Didactical use of models in mathematics education
  • In-service teacher development
  • Gender issues in mathematics education
  • Didactical research designs and methodologies

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Publications

Selection of articles, books, chapters, and contributions in proceedings.

A few of them can be downloaded in Adobe Acrobat PDF format and some can be ordered in the FI bookshop.

  • 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.
  • 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. (1995). Leistungsmessung im aktiv-entdeckenden Mathematikunterricht. In H. Brügelmann, H. Balhorn & I. Füssenich (Hrsg.), Am Rande der Schrift. Zwischen Sprachenvielfalt und Analphabetismus (pp. 87-107). Lengwil am Bodensee: Libelle Verlag.
  • Van den Heuvel-Panhuizen, M. (1996). Assessment and realistic mathematics education. Utrecht: CD-β Press/Freudenthal Institute, Utrecht University. see bookshop
  • Van den Heuvel-Panhuizen, M. (1997). Assessment in Realistic Mathematics Education. In E. Glumpler & S. Luchtenberg (Eds.), Jahrbuch Grundschulforschung (Band 1, pp. 297-310). Weinheim: Deutscher Studien Verlag.
  • 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. (1998). Realistic Mathematics Education: work in progress. In T. Breiteig and G. Brekke (Eds.), Theory into practice in mathematics education. Kristiansand, Norway: Faculty of Mathematics and Sciences / Hogskolen I Agder.
  • Van den Heuvel-Panhuizen, M. & Vermeer, H.J. (1999). Verschillen tussen jongens en meisjes bij het vak rekenen-wiskunde op de basisschool. Utrecht: CD-β Press/Freudenthal Institute, Utrecht University. (in Dutch) see 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. Buckingham, UK: Open University Press.
  • Treffers, A., Van den Heuvel-Panhuizen, M., & Buys, K. (Eds.) (1999). Jonge kinderen leren rekenen. Tussendoelen annex leerlijnen. Hele getallen onderbouw basisschool. Groningen: Wolters-Noordhoff. (in Dutch) see TAL publications
  • Streefland, L. & Van den Heuvel-Panhuizen, M. (1999). Uncertainty. A metaphor for mathematics education. The Journal of Mathematical Behavior, 17(4) 393-397.
  • Van den Heuvel-Panhuizen, M. van den (2000). Mathematics Education in The Netherlands: A guided tour. FI-ICME-9 cd-rom. Utrecht: Freudenthal Instituut. see full text
  • 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, M., Buys, K., & Treffers, A. (Eds.) (2001). Kinderen leren rekenen. Tussendoelen annex leerlijnen. Hele getallen bovenbouw basisschool. Groningen: Wolters-Noordhoff. (in Dutch) see TAL publications
  • Van den Heuvel-Panhuizen (Ed.), M. (2001). Children learn mathematics. Utrecht: Freudenthal Institute, Utrecht University/SLO. see TAL publications and see bookshop
  • 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. see bookshop
  • Van den Heuvel-Panhuizen, M. & Fosnot, C.T. (2001). Assessment of mathematics achievements: not only the answers count. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the international group for the psychology of mathematics education (Volume 4, pp. 335-342). Utrecht: Freudenthal Institute, Utrecht University.
  • Van den Heuvel-Panhuizen, M. (2001). Der reichtum des Geldes. Die Grundschulzeitschrift, 141, 50-51.
  • Van den Heuvel-Panhuizen, M. (2001). A learning-teaching trajectory description as a hold for mathematics teaching in primary schools in the Netherlands. In M. Tzekaki (Ed.), Didactics of Mathematics and Informatics in Education. 5th Panhellenic Conference with International Participation (pp. 21-39). Thessaloniki: Aristotle University of Thessaloniki / University of Macedonia / Pedagogical Institute.
  • Van den Heuvel-Panhuizen, M. (2002). The need for a didactic-based model for assessment design in mathematics education. In D. Edge & Y. Ban Har, Mathematics Education for a Knowledge-Based Era. Proceedings of Second East Asia Regional Conference on Mathematics Education and Ninth Southeast Asian Conference on Mathematics Education (pp. 17-28). Singapore: NIE.
  • Van den Heuvel-Panhuizen, M. (2002). Realistic Mathematics Education as work in progress. In F.-L. Lin (Ed.), Common Sense in Mathematics Education. Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education, Taipei, Taiwan (pp. 1-42). Taipei, Taiwan: National Taiwan Normal University.
  • Van den Heuvel-Panhuizen, M. (2002). Towards a didactic-based model for assessment design in mathematics education. In F.-L. Lin (Ed.), Common Sense in Mathematics Education. Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education, Taipei, Taiwan (pp. 165-184). Taipei, Taiwan: National Taiwan Normal University.
  • Van den Heuvel-Panhuizen, M. (2002). Towards scientific research in classrooms? In S. Goodchild and L. English (Eds.), Researching Mathematics Classrooms: A Critical Examination of Methodology (pp.111-115). Westport CT/London: Praeger.
  • 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.
  • Van den Heuvel-Panhuizen, M. and De Goeij, E. (2003). Rekencoördinatoren in de basisschool. Tijdschrift voor Nascholing en Onderzoek van het Reken-wiskundeonderwijs, 21(3), 3-20. (in Dutch)
  • 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.
  • 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.
  • Van den Heuvel-Panhuizen, M. (2003). Paper-and-pencil assessment that provides footholds for further instruction needs to break with a number of taboos in assessing mathematical knowledge. Quadrante, 12(1), 21-36.
  • Van den Heuvel-Panhuizen, M. (2003). Die geschichte der Realistische Mathematikausbildung  anhand von Problemen erläutert. In S. Ruwisch & A. Peter-Koop (Eds.), Gute Aufgaben im Mathematikunterricht der Grundschule (pp. 25-39). Offenburg: Mildenberger Verlag.
  • Presmeg, N. en Van den Heuvel-Panhuizen, M. (2003). Leen Streefland’s legacy.Educational Studies in Mathematics, 54(1), 1-4.
  • 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.
  • Van den Heuvel-Panhuizen, M. (2003). On the search for gender-related differences in Dutch primary mathematics classrooms. In N.A. Pateman, B. Dougherty, and J. Zilliox (Eds.), Proceedings of the 2003 Joint Meeting of PME and PMENA (Vol. 4, pp. 323-330). Honolulu, Hawai‘i: CRDG, College of Education, University of Hawai‘i.
  • Van den Heuvel-Panhuizen, M. (2003). Een nieuwe impuls voor meetkunde op de basisschool, Willem Bartjens, 23, 2, 5-11. (in Dutch)
  • Van den Heuvel-Panhuizen, M., & Buys, K. (Red.) (2004). Jonge kinderen leren meten en meetkunde. Tussendoelen annex leerlijnen. Groningen: Wolters-Noordhoff. (in Dutch) see TAL publications

See all publications as far as they are included in the literature database of the Freudenthal Institute.

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Presentations

Selection of recent presentations.

  • Realistic Mathematics Education in primary school in The Netherlands – Beijing Lecture.
    Seminar at Beijing Normal University, Beijing, P.R. China, 13 August, 2001.
  • Gender differences in the context of Realistic Mathematics Education.
    Plenary lecture at the International Conference on Mathematics Education (CCIME), Changchun, P.R. China, 16-22 August, 2001.
  • The story of Realistic Mathematics Education told by problems.
    Plenary lecture at Herbsttagung Arbeitskreis Grundschule in der Gesellschaft für Didaktik der Mathematik, Tabarz, 2-4 November, 2001.
  • A learning-teaching trajectory as a guide for teaching primary-school mathematics in the Netherlands.
    Plenary lecture at 5th PanHellenic conference with international participation “Didactics of mathematics and informatics in education” Thessaloniki, Greece, 12-14 October, 2001.
  • Towards a didactic-based model for assessment design in mathematics education.
    Plenary lecture at the NWO-funded Taiwan-Netherlands conference on mathematics education held in Taipei, Taiwan, 19-23 November, 2001.
  • Realistic Mathematics Education as work in progress. Plenary lecture at the NWO-funded Taiwan-Netherlands conference on mathematics education held in Taipei, Taiwan, 19-23 November, 2001.
  • The need for a didactic-based model for assessment design in mathematics education.
    Lecture in plenary symposium on assessment at the Second East Asia Regional Conference on Mathematics Education (EARCOME 2) and the Nineth Southeast Asian Conference on Mathematics education (SEACME 9), National Institute of Education, Nanyang Technological University, Singapore, 27-31 May, 2002.
  • Guides for didactical decision making in primary school mathematics education: the focus on the content domain of estimation.
    Plenary lecture at the Opening Conference of the Norwegian Center for Mathematics Education, Trondheim, Norway, 18-19 November, 2002.
  • The learning paradox and the learning miracle: thoughts on primary school mathematics education.
    Plenary lecture at the 37. Jahrestagung der Gesellschaft für Didaktik der Mathematik Universität Dortmund, 3.-7. März, 2003.
  • Girls and boys problems: Gender differences in solving problems in primary school mathematics in The Netherlands.
    Lecture at the Midsummer World Mathematics Education Conference, Gothenburg, 19-25 juni 2003.
  • On the search for gender-related differences in Dutch primary mathematics classrooms.
    Presentation of Research Report at Joint Meeting of PME and PMENA. Honolulu, Hawai‘i, 13-18 July, 2003.
  • Can research answer the ‘what’ question of mathematics education?
    Invited lecture in Symposium “Provocations to/in Mathematics Education” organised by Leone Burton at EARLI-10, Padova, Italy, August 26 – 30, 2003.

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Links

  • TAL Learning-Teaching Ttrajectories for Primary School Mathematics
    (in English) (in Dutch)
  • NCRC Primary School Mathematics Coordinators Program
    (in English) (in Dutch)
  • PME 25 [link naar pme25]
  • PME 28 [link naar
  • ICMI-10 Topic Study Group 27: Research and development in assessment and testing in mathematics education [link naar

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