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Papers by Cor Suhre

Research in Mathematics Education, May 22, 2022

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Teaching and Teacher Education, Jul 1, 2012

In this qualitative study we used a case study approach to observe and analyse a mathematics teac... more In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher's professional development. We show that the teacher's practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils.

Canadian Journal of Science, Mathematics and Technology Education, Apr 23, 2021

Due to growing interest in twenty-first-century skills, and critical thinking as a key element, l... more Due to growing interest in twenty-first-century skills, and critical thinking as a key element, logical reasoning is gaining increasing attention in mathematics curricula in secondary education. In this study, we report on an analysis of video recordings of student discussions in one class of seven students who were taught with a specially designed course in logical reasoning for non-science students (12th graders). During the course of 10 lessons, students worked on a diversity of logical reasoning tasks: both closed tasks where all premises were provided and everyday reasoning tasks with implicit premises. The structure of the course focused on linking different modes of representation (enactive, iconic, and symbolic), based on the model of concreteness fading (Fyfe et al., 2014). Results show that students easily link concrete situations to certain iconic referents, such as formal (letter) symbols, but need more practice for others, such as Venn and Euler diagrams. We also show that the link with the symbolic mode, i.e. an interpretation with more general and abstract models, is not that strong. This might be due to the limited time spent on further practice. However, in the transition from concrete to symbolic via the iconic mode, students may take a step back to a visual representation, which shows that working on such links is useful for all students. Overall, we conclude that the model of concreteness fading can support education in logical reasoning. One recommendation is to devote sufficient time to establishing links between different types of referents and representations.

Canadian Journal of Science, Mathematics and Technology Education, 2021

International Journal of Science and Mathematics Education, 2019

Logical reasoning is of great societal importance and, as stressed by the twenty-first century sk... more Logical reasoning is of great societal importance and, as stressed by the twenty-first century skills framework, also seen as a key aspect for the development of critical thinking. This study aims at exploring secondary school students’ logical reasoning strategies in formal reasoning and everyday reasoning tasks. With task-based interviews among 4 16- and 17-year-old pre-university students, we explored their reasoning strategies and the reasoning difficulties they encounter. In this article, we present results from linear ordering tasks, tasks with invalid syllogisms and a task with implicit reasoning in a newspaper article. The linear ordering tasks and the tasks with invalid syllogisms are presented formally (with symbols) and non-formally in ordinary language (without symbols). In tasks that were familiar to our students, they used rule-based reasoning strategies and provided correct answers although their initial interpretation differed. In tasks that were unfamiliar to our st...

European Journal of Teacher Education, 2015

Due to changes in Dutch mathematics education, teachers are expected to use new teaching methods ... more Due to changes in Dutch mathematics education, teachers are expected to use new teaching methods such as enquiry-based teaching. In this study, we investigate how teachers design, implement and evaluate new methods for statistics teaching for 7 th-graders during a professional development trajectory based on peer collaboration. We monitored teachers' development in a network of four mathematics teachers from the same school. By using a mixed-methods approach in which we combined data from interviews, concept maps and classroom observations, we describe changes in teachers' practical knowledge. We found how the nature of these changes highly depends on teachers' personal concerns that emerge during the trajectory. Some teachers considered their concerns as challenges stimulating their learning, while other teachers experienced their concerns as a reason to fall back to previous teaching methods. Based on our results, we give some recommendations for organising teacher networks.

Explores how the use of the graphics calculator may lead to changes in students' solution app... more Explores how the use of the graphics calculator may lead to changes in students' solution approaches and how these changes affect student achievement. Concludes that only prolonged use of the graphic calculator leads to enrichment of the solution repertoire of students and a better understanding of functions. (Contains 11 references.) (Author/ASK)

Nurse Education Today, 2001

Mathematics Education Research Journal, 2000

hl a one-year functions and calculus course using a common textbook, three classes of Grade 10 st... more hl a one-year functions and calculus course using a common textbook, three classes of Grade 10 students worked with graphics calculators throughout, five classes worked with graphics calculators for about two months, and four classes did not use graphics calculators. Posttest results showed that the students who had worked with graphics calculators tended to attempt more problems and obtain higher test scores than the students who had not used graphics calculators. Further analysis showed that the higher percentage of correct answers in the calculator classes appeared to be a result of students using graphical strategies more frequently and was largely restricted to below-average students. Use of graphics calculators did not lead to any reduction in heuristic or algorithmic strategies.

Learning and Instruction, 2007

This study demonstrated that the modality principle applies to multimedia learning of regular sci... more This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (age 16e17) received a self-paced, web-based multimedia lesson in biology. Students who received lessons containing illustrations and narration performed better on subsequent transfer tests than did students who received lessons containing illustrations and on-screen text. In the second field experiment, 55 Dutch secondary school students (age 16e17) received similar multimedia programs that allowed more self-pacing and required students to record the time to learn. The illustrations-and-narration group outperformed the illustrations-and-text group on subsequent transfer tests for students who required less time to learn but not for students who required more time to learn. The interaction of learning time spent with modality of presentation on post-test scores was studied. Implications for testing of the robustness of cognitive theory of multimedia learning are discussed.

Journal of Science Education and Technology, 2008

Many students experience difficulties in solving applied physics problems. Most programs that wan... more Many students experience difficulties in solving applied physics problems. Most programs that want students to improve problem-solving skills are concerned with the development of content knowledge. Physhint is an example of a student-controlled computer program that supports students in developing their strategic knowledge in combination with support at the level of content knowledge. The program allows students to ask for hints related to the episodes involved in solving a problem. The main question to be answered in this article is whether the program succeeds in improving strategic knowledge by allowing for more effective practice time for the student (practice effect) and/or by focusing on the systematic use of the available help (systematic hint-use effect). Analysis of qualitative data from an experimental study conducted previously show that both the expected effectiveness of practice and the systematic use of episode-related hints account for the enhanced problem-solving skills of students.