Wil Oonk - Academia.edu (original) (raw)
Papers by Wil Oonk
Op de basisschool doen kinderen wiskundige kennis op, ontwikkelen ze wiskundige vaardigheden en g... more Op de basisschool doen kinderen wiskundige kennis op, ontwikkelen ze wiskundige vaardigheden en groeit hun wiskundig inzicht. Maar het kwartet is dan nog niet com-pleet. Om het leren van rekenen-wiskunde op een hoger plan te brengen, is naast aandacht voor kennis, vaardigheden en inzichten ook het ontwikkelen van een wis-kundige houding of attitude van belang. De kenmerken van een wiskundige attitude (zie de bijlage bij dit hoofdstuk) komen sterk overeen met wat tegenwoordig 21e eeuwse vaardigheden worden genoemd. We laten aan de hand van enkele praktijkvoorbeelden rond probleem oplossen met magische vierkanten zien, hoe de leerkracht de wiskundige attitude van kinderen kan stimuleren.
This study looks at the question of how and at what level students in primary teacher education c... more This study looks at the question of how and at what level students in primary teacher education can integrate theory and practice, and how the organisation of their learning environment, focusing especially on mathematics and pedagogy, can contribute to that. An instrument has been developed allowing the unambiguous description of the use of theory by students, using the variables nature (four categories: ‘factual description,’ ‘interpreting,’ ‘explaining,’ ‘responding to’) and level (three levels of relations between concepts) of theory use. The instrument can be used both for sounding and assessment purposes. It turns out that nearly all students can integrate theory and practice in a natural way through gaining so-called ‘theory-enriched practical knowledge.’ This takes place in an adequately equipped multimedia learning environment that is focused on integrating theory and practice. In such a situation, students mainly use theory to ‘analyse’ practice or ...
Developing mathematics is a product in time. This is true for the period shortly after WW2 and fo... more Developing mathematics is a product in time. This is true for the period shortly after WW2 and for the present time. In this paper we provide an overview on developing primary mathematics education in the Netherlands between the fifties of the last century and now. Our main focus is realistic mathematics education, as this was the most prominent development over the last 50 years. We describe which considerations and mechanisms played a role in developing realistic mathematics education. We show how today realistic mathematics education is criticized. We analyse arguments used in this discussion and show the perception of realistic mathematics education reflected in these arguments.
Volgens Bartjens, Jun 1, 2019
Volgens Bartjens vroeg een aantal leerkrachten, pabodocenten, onderzoekers, onderwijsadviseurs en... more Volgens Bartjens vroeg een aantal leerkrachten, pabodocenten, onderzoekers, onderwijsadviseurs en nascholend wat in hun ogen de rol van geld in het huidige reken-wiskundeonderwijs is. We vroegen hen naar veranderingen in het omgaan met geld in de samenleving en in het onderwijs
In dit hoofdstuk staat het opleiden voor het vak rekenen-wiskunde centraal. Achtereenvolgens word... more In dit hoofdstuk staat het opleiden voor het vak rekenen-wiskunde centraal. Achtereenvolgens wordt de maatschappelijke context van rekenen-wiskunde besproken en de vormgeving van het vak op de basisschool. Daarna wordt ingegaan op de opleidingsdidactiek: hoe worden studenten opgeleid voor wiskunde in het basisonderwijs en hoe zorgen lerarenopleiders rekenen-wiskunde ervoor dat zowel hun eigen vakdidactische als wiskundige kennis en vaardigheden van hoog niveau blijft.
National Reflections on the Netherlands Didactics of Mathematics, 2020
From the 1970s, curricula of primary mathematics teacher education in the Netherlands drastically... more From the 1970s, curricula of primary mathematics teacher education in the Netherlands drastically changed. This occurred simultaneously with the changes in primary mathematics education. Teacher educators systematically discussed mathematics teacher education and implemented new content and new approaches in primary teacher education. This chapter provides a chronological overview of how Dutch primary mathematics teacher education developed from the 1970s until the present. We describe ideas about learning to teach mathematics and ideas about the relationship between the development of mathematical literacy and didactical proficiency of student teachers. Furthermore, the influence of national measures such as the introduction of nationwide tests for primary mathematics teacher education is discussed. The chapter ends with an impression of recent learning materials for student teachers and a reflection on new perspectives for integrating theory and practice, emphasising the continuous search for a well-balanced way to interconnect mathematics and didactics.
Mathematics Education Research Journal
This study was conducted among 269 student teachers at 11 primary teacher training colleges in th... more This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective notes of their final assessments into 1740 meaningful units. We found that nearly all student teachers used theory. However, they differed markedly in the way they linked theory and practice and with which depth they used theoretical concepts in their reflections. A remarkable finding of the study was the important influence of prior mathematics education on the nature and level of theory use, especially th...
Journal of Mathematics Teacher Education, 1999
Journal for Research in Mathematics Education, 2015
This study concentrated on the theory–practice problem in mathematics teacher education. We exami... more This study concentrated on the theory–practice problem in mathematics teacher education. We examined 13 student teachers' use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could be identified univocally and described in a systematic way. We describe a case study that illustrates the nature and level of one student teacher's use of theory and discuss variations in all of the student teachers' reasoning and differences in their depth of theory use.
Op de basisschool doen kinderen wiskundige kennis op, ontwikkelen ze wiskundige vaardigheden en g... more Op de basisschool doen kinderen wiskundige kennis op, ontwikkelen ze wiskundige vaardigheden en groeit hun wiskundig inzicht. Maar het kwartet is dan nog niet com-pleet. Om het leren van rekenen-wiskunde op een hoger plan te brengen, is naast aandacht voor kennis, vaardigheden en inzichten ook het ontwikkelen van een wis-kundige houding of attitude van belang. De kenmerken van een wiskundige attitude (zie de bijlage bij dit hoofdstuk) komen sterk overeen met wat tegenwoordig 21e eeuwse vaardigheden worden genoemd. We laten aan de hand van enkele praktijkvoorbeelden rond probleem oplossen met magische vierkanten zien, hoe de leerkracht de wiskundige attitude van kinderen kan stimuleren.
This study looks at the question of how and at what level students in primary teacher education c... more This study looks at the question of how and at what level students in primary teacher education can integrate theory and practice, and how the organisation of their learning environment, focusing especially on mathematics and pedagogy, can contribute to that. An instrument has been developed allowing the unambiguous description of the use of theory by students, using the variables nature (four categories: ‘factual description,’ ‘interpreting,’ ‘explaining,’ ‘responding to’) and level (three levels of relations between concepts) of theory use. The instrument can be used both for sounding and assessment purposes. It turns out that nearly all students can integrate theory and practice in a natural way through gaining so-called ‘theory-enriched practical knowledge.’ This takes place in an adequately equipped multimedia learning environment that is focused on integrating theory and practice. In such a situation, students mainly use theory to ‘analyse’ practice or ...
Developing mathematics is a product in time. This is true for the period shortly after WW2 and fo... more Developing mathematics is a product in time. This is true for the period shortly after WW2 and for the present time. In this paper we provide an overview on developing primary mathematics education in the Netherlands between the fifties of the last century and now. Our main focus is realistic mathematics education, as this was the most prominent development over the last 50 years. We describe which considerations and mechanisms played a role in developing realistic mathematics education. We show how today realistic mathematics education is criticized. We analyse arguments used in this discussion and show the perception of realistic mathematics education reflected in these arguments.
Volgens Bartjens, Jun 1, 2019
Volgens Bartjens vroeg een aantal leerkrachten, pabodocenten, onderzoekers, onderwijsadviseurs en... more Volgens Bartjens vroeg een aantal leerkrachten, pabodocenten, onderzoekers, onderwijsadviseurs en nascholend wat in hun ogen de rol van geld in het huidige reken-wiskundeonderwijs is. We vroegen hen naar veranderingen in het omgaan met geld in de samenleving en in het onderwijs
In dit hoofdstuk staat het opleiden voor het vak rekenen-wiskunde centraal. Achtereenvolgens word... more In dit hoofdstuk staat het opleiden voor het vak rekenen-wiskunde centraal. Achtereenvolgens wordt de maatschappelijke context van rekenen-wiskunde besproken en de vormgeving van het vak op de basisschool. Daarna wordt ingegaan op de opleidingsdidactiek: hoe worden studenten opgeleid voor wiskunde in het basisonderwijs en hoe zorgen lerarenopleiders rekenen-wiskunde ervoor dat zowel hun eigen vakdidactische als wiskundige kennis en vaardigheden van hoog niveau blijft.
National Reflections on the Netherlands Didactics of Mathematics, 2020
From the 1970s, curricula of primary mathematics teacher education in the Netherlands drastically... more From the 1970s, curricula of primary mathematics teacher education in the Netherlands drastically changed. This occurred simultaneously with the changes in primary mathematics education. Teacher educators systematically discussed mathematics teacher education and implemented new content and new approaches in primary teacher education. This chapter provides a chronological overview of how Dutch primary mathematics teacher education developed from the 1970s until the present. We describe ideas about learning to teach mathematics and ideas about the relationship between the development of mathematical literacy and didactical proficiency of student teachers. Furthermore, the influence of national measures such as the introduction of nationwide tests for primary mathematics teacher education is discussed. The chapter ends with an impression of recent learning materials for student teachers and a reflection on new perspectives for integrating theory and practice, emphasising the continuous search for a well-balanced way to interconnect mathematics and didactics.
Mathematics Education Research Journal
This study was conducted among 269 student teachers at 11 primary teacher training colleges in th... more This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective notes of their final assessments into 1740 meaningful units. We found that nearly all student teachers used theory. However, they differed markedly in the way they linked theory and practice and with which depth they used theoretical concepts in their reflections. A remarkable finding of the study was the important influence of prior mathematics education on the nature and level of theory use, especially th...
Journal of Mathematics Teacher Education, 1999
Journal for Research in Mathematics Education, 2015
This study concentrated on the theory–practice problem in mathematics teacher education. We exami... more This study concentrated on the theory–practice problem in mathematics teacher education. We examined 13 student teachers' use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could be identified univocally and described in a systematic way. We describe a case study that illustrates the nature and level of one student teacher's use of theory and discuss variations in all of the student teachers' reasoning and differences in their depth of theory use.