| Context problems in realistic mathematics education: A calculus course as an example K Gravemeijer, M Doorman Educational studies in mathematics 39 (1), 111-129, 1999 | 924 | 1999 |
| The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom P Drijvers, M Doorman, P Boon, H Reed, K Gravemeijer Educational Studies in mathematics 75, 213-234, 2010 | 667 | 2010 |
| Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors A Wijaya, M van den Heuvel-Panhuizen, M Doorman, A Robitzsch The Mathematics Enthusiast 11 (3), 555-584, 2014 | 357 | 2014 |
| Opportunity-to-learn context-based tasks provided by mathematics textbooks A Wijaya, M van den Heuvel-Panhuizen, M Doorman Educational studies in Mathematics 89, 41-65, 2015 | 303 | 2015 |
| Task design in mathematics education: An ICMI study 22 A Watson, M Ohtani Springer Nature, 2015 | 217 | 2015 |
| Problem solving as a challenge for mathematics education in The Netherlands M Doorman, P Drijvers, T Dekker, M van den Heuvel-Panhuizen, ... ZDM 39, 405-418, 2007 | 185 | 2007 |
| Tool use and the development of the function concept: From repeated calculations to functional thinking M Doorman, P Drijvers, K Gravemeijer, P Boon, H Reed International Journal of Science and Mathematics Education 10, 1243-1267, 2012 | 182 | 2012 |
| Emergent modeling: discrete graphs to support the understanding of change and velocity LM Doorman, KPE Gravemeijer ZDM 41, 199-211, 2009 | 138 | 2009 |
| Digital resources inviting changes in mid-adopting teachers’ practices and orchestrations P Drijvers, S Tacoma, A Besamusca, M Doorman, P Boon ZDM 45, 987-1001, 2013 | 119 | 2013 |
| The graphics calculator in mathematics education P Drijvers, M Doorman The Journal of Mathematical Behavior 15 (4), 425-440, 1996 | 106 | 1996 |
| A model for a widespread implementation of inquiry-based learning K Maaß, M Doorman ZDM 45, 887-899, 2013 | 102 | 2013 |
| Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown P Drijvers, D Thurm, E Vandervieren, M Klinger, F Moons, H van der Ree, ... Educational Studies in Mathematics 108 (1), 35-64, 2021 | 96 | 2021 |
| Examining Higher Order Thinking in Indonesian Lower Secondary Mathematics Classrooms. CP Tanudjaya, M Doorman Journal on Mathematics Education 11 (2), 277-300, 2020 | 93 | 2020 |
| Frameworks and principles for task design C Kieran, M Doorman, M Ohtani Task design in mathematics education: An ICMI study 22, 19-81, 2015 | 92 | 2015 |
| Embodied learning environments for graphing motion: A systematic literature review C Duijzer, M Van den Heuvel-Panhuizen, M Veldhuis, M Doorman, ... Educational Psychology Review 31, 597-629, 2019 | 87 | 2019 |
| Modelling motion: from trace graphs to instantaneous change LM Doorman Ph. D. Thesis, 2005 | 85 | 2005 |
| Instrumental orchestration: theory and practice P Drijvers, M Doorman, P Boon, S van Gisbergen Proceedings of the sixth congress of the European Society for Research in …, 2010 | 75 | 2010 |
| Assessing mathematical thinking as part of curriculum reform in the Netherlands P Drijvers, H Kodde-Buitenhuis, M Doorman Educational studies in mathematics 102 (3), 435-456, 2019 | 73 | 2019 |
| Promoting active citizenship in mathematics teaching K Maass, M Doorman, V Jonker, M Wijers ZDM 51, 991-1003, 2019 | 72 | 2019 |
| Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks A Wijaya, M van den Heuvel-Panhuizen, M Doorman Mathematics Education Research Journal 27, 637-662, 2015 | 64 | 2015 |
Paul DrijversUtrecht UniversityVerified email at uu.nl
