K
Koeno Gravemeijer
Researcher at Eindhoven University of Technology
Publications - 60
Citations - 4902
Koeno Gravemeijer is an academic researcher from Eindhoven University of Technology. The author has contributed to research in topics: Instructional design & Research design. The author has an hindex of 24, co-authored 60 publications receiving 4479 citations. Previous affiliations of Koeno Gravemeijer include Freudenthal Institute for Science and Mathematics Education & Utrecht University.
Papers
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Book ChapterDOI
Design research from a learning design perspective
Koeno Gravemeijer,Paul Cobb +1 more
TL;DR: In this paper, an approach to design research that has been used and refined in a series of design research projects in which the present authors collaborated over a 10-year period is described. But this approach is limited to the domain of mathematics education.
Participating in classroom mathematical practices
TL;DR: In this paper, a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices is described, and a sample analysis taken from a 1st-grade classroom teaching experiment is presented to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students' diverse ways of reasoning as they participate in those practices.
Book ChapterDOI
Participating in Classroom Mathematical Practices
TL;DR: In this article, a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices is described, and a sample analysis taken from a 1st-grade classroom teaching experiment is presented to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students' diverse ways of reasoning as they participate in those practices.
Journal ArticleDOI
The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom.
TL;DR: The authors used the theory of instrumental orchestration as the main interpretative framework to investigate which types of orchestrations teachers develop when using technology and to what extent these are related to teachers' views on mathematics education and the role of technology therein.