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Pauline Vos

Professor

professor

 
Office:
J2046 ( Universitetsveien 25, Kristiansand )

I specialize in research on mathematics education and the popularisation of mathematics. I lead research into the design of learning trajectories that deviate from the traditional, deductive, teacher-centred approach, in particular through the use of mathematical models and applications, visualisation, tactile and collaborative learning and extra-curricular activities. I am interested in questions about the why, when and how of learning mathematics (and what mathematics?) by which students, and the why, when and how of using mathematics (and what mathematics?) by which users. Issues: why are so many students alienated through mathematics? What to do about the invisibility (black boxing) od mathematics - yet, the subject is said to be useful in any area.

Mathematics is taught for its usefulness in society (in engineering, in business), and we can design mathematics education in such a way, that it becomes accessible and relevant to many more students than we reach now. Also, mathematics is a beautiful discipline, and we can offer real challenges to those students who excel in mathematics. I was author of the curriculum for Mathematics D (a secondary school subject in The Netherlands targeting the very best math students).Amongst other activities, I am co-founder of the division "Domain-specific aspects of Education" within the Dutch Education Research Association, and co-founder of the Mathematics Education Research Network withing the European Conference for Educational Research. From 2005-2013 I was editor for the Dutch peer-reviewed research journal "Tijdschrift voor Didactiek der Bètawetenschappen". I was advisor to the mathematics exhibits in NEMO, the Amsterdam Science Museum for Kids.

Education & Professional experience: I have a MSc in (Pure) Mathematics, main subject Logics, Automata and Formal Languages (University of Amsterdam, 1987) and a PhD in Educational Technology (University of Twente, 2002). For five years I was a mathematics teacher at secondary schools in Amsterdam; I taught there from age 13 and up. For more than ten years I was a teacher trainer in The Netherlands, Zimbabwe, specializing on (1) inquiry- and project-based learning, (2) use of technology, (3) pedagogical content knowledge. I worked at the TIMSS National Research Center in The Netherlands and South Africa. Before coming to the University of Agder, I was with University of Groningen and University of Amsterdam.

Academic interests

Research interests: mathematics education and popularisation of mathematics, in particular: mathematical modelling education, e-learning and mathematics, alternative formats for the assessment of mathematics, designing trajectories for meaningful and tactile mathematics learning, developing PCK (Pedagical Content Knowledge) for mathematics, and other areas.

Teaching activities: I am coordinator of the PhD-course "Research Methodology in Mathematics Education" (MA 607) at University of Agder, which attracts an international audience of PhD students and teacher trainers.

PhD students: Eivind Kaspersen (NTNU, completed 2017), Amrit Bahadur Poudel (UiA), Irene Skoland Andreassen (UiA), Ninni Marie Hogstad (UiA), Anita Movik Simensen (UiT), Gerrit Roorda (University of Groningen, completed 2012) 
Additionally, I have supervised numerous Master's students.

Projects

Running projects:

  1. A socio-cultural perspective of students' experiences of the relevance of mathematics education - a collaboration with Dr Paul Hernandez-Martinez (Swinburne University, Melbourne Australia)
  2. "Verandering in ontwikkeling" (a Longitudinal Study on the Learning of the Derivative) - a collaboration with Dr. Gerrit Roorda, Prof Martin Goedhart (University of Groningen), and Prof Paul Drijvers (Freudenthal Institute, The Netherlands) - financed by University of Groningen (2007-cont.)
  3. EMME - Evaluating Modelling in Mathematics Exams (2010 - cont).  
  4. MathEUS (Mathematics Enterprise, University and School) - a collaboration with Returkraft AS, Samfundet Skole Kristiansand - financed by Lektor2 and UiA. This project includes the study "Sankey diagrams as a tool to visualize and mathematically model industrial processes".
  5. LaSiRA - Learning about Simulations as a Research Approach, an interdisciplinary research project with prof LeRon Shults (UiA), and the MODRN project https://www.uia.no/en/research/humaniora-og-pedagogikk/modeling-religion-in-norway-modrn
  6. Visualization, communication, mathematization - Mathematics in the social. Interdisciplinary research project in collaboration with Anders Wiik and Prof Martin Engebretsen (UiA & INDVIL, Innovative Data Visualization and Visual-Numeric Literacy)
  7. Agder Math Bridges Kalendar - financed by MatRIC

- Completed research project(s):

  1. e-ECA - Designing e-learning for Mathematics - financed by Ministry of Education, The Netherlands (2011-2012). 
  2. e-Klassen - Designing six digital modules for Advanced Mathematics for Dutch secondary schools (Mathematics D) - financed by University of Amsterdam and the Ministry of Education, The Netherlands (2008-2010). See www.e-klassen.nl
  3. Curriculum design for the elective subject Advanced Mathematics for Dutch secondary schools (Mathematics D) - financed by the Ministry of Education, The Netherlands (2006-2007).
  4. Tracker project - a collaboration with Thomas Gjesteland (UiA, Grimstad) on innovating the Physics laboratory training of engineering students through technology, inquiry-based and project-based learning.
  5. ADILA – Agder Digital Learning Arena, see http://www.uia.no/senter-og-nettverk/puls/adila financed by University of Agder (2013-2017)

    Selected publications

    Hernandez-Martinez, P. & Vos, P. (2018). “Why do I have to learn this?” - A study from mathematical modelling education about the relevance of mathematics. ZDM Mathematics Education, 50(1-2), 245–257. doi: 10.1007/s11858-017-0904-2

    Gjesteland, T., Vos, P. & Wold, M. (2018). Students Experiencing Flow in a Physic Laboratory Task using Mobile Phones and Free Software. In Chr. M. Stracke, M. Shanks, & O. Tveiten(Eds.), Smart Universities. Education's Digital Future (pp. 37-44). Berlin: LOGOS Verlag. ISBN 978-3-8325-4595-6

    Baartman, D & Vos, P (2017). Analyse av deleksamen for grunnskolelærutdanningen. Tangenten 28(1), 41-48.

    Djepaxhija, B., Vos, P., & Fuglestad, A.B. (2017). Assessing mathematizing competences: Using students’ response processes to investigate item validity. In G.A. Stillman, W. Blum, and G. Kaiser (Eds.), Mathematical Modelling and Applications - Crossing and Researching Boundaries in Mathematics Education (pp. 601-611). New York: Springer. doi: 10.1007/978-3-319-62968-1_50

    Vos, P. & Roorda, G. (2017). Long-term development of how students interpret a model: Complementarity of contexts and mathematics. In G.A. Stillman, W. Blum, and G. Kaiser (Eds.), Mathematical Modelling and Applications - Crossing and Researching Boundaries in Mathematics Education (pp. 479-489). New York: Springer. doi: 10.1007/978-3-319-62968-1_40

    Espedal, B. & Vos, P. (2016). Logaritmer – en meningsfull tilnærming. Tangenten, 27(1), 39-43 .

    Roorda, G., Vos, P., Drijvers, P. & Goedhart, M.J. (2016). Solving rate of change tasks with a graphing calculator: a case study on instrumental genesis. Digital Experiences in Mathematics Education December, 2(3), 228–252. doi: 10.1007/s40751-016-0022-8

    Suurtamm, C., Thompson, D. R., Kim, R. Y., Moreno, L. D., Sayac, N., Schukajlow, S., Silver, E., Ufer, S. & Vos, P. (2016). Assessment in Mathematics Education: Large-Scale Assessment and Classroom Assessment (ICME 13 Topical Surveys). New York: Springer. ISBN 978-3-319-32393-0. doi: 10.1007/978-3-319-32394-7_1

    Vos, P. & Espedal, B. (2016). Logarithms – a meaningful approach with repeated division. Mathematics Teacher, 251, 30-33.

    Vos, P. (2015). Authenticity in extra-curricular mathematics activities; researching authenticity as a social construct. In G. Stillman, W. Blum, and M.S. Biembengut (Eds.), Mathematical modelling in Education Research and Practice: Cultural, social and cognitive influences (pp. 105-114). New York: Springer. doi:10.1007/978-3-319-18272-8_8

    Roorda, G., Vos, P. & Goedhart, M.J. (2015). An actor-oriented transfer perspective on high school students’ development of the use of procedures to solve problems on ‘rate of change’. International Journal of Mathematics Education in Science and Technology, 13(4), 863-889. doi: 10.1007/s10763-013-9501-1

    Vos, P. (2013). Assessment of Modelling in Mathematics Examination Papers; Ready-Made Models and Reproductive Mathematising. In G.A. Stillman, G. Kaiser, W. Blum, J.P. Brown (Eds.), Teaching Mathematical Modelling: Connecting to Research and Practice (pp. 479-488). New York: Springer. doi:10.1007/978-94-007-6540-5_41

    Vos, P. (2013). The Dutch Maths Curriculum: 25 Years of Modelling. In R. Lesh, P.L. Galbraith, C.R. Haines, & A. Hurford (Eds.), Modelling Students’ Mathematical Modeling Competencies (pp. 611-620).  New York: Springer. doi: 10.1007/978-94-007-6271-8_53

    Vos, P. (2011). What is ‘Authentic’ in the Teaching and Learning of Mathematical Modelling? In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in Teaching and Learning of Mathematical Modelling (pp 713-722). New York: Springer. doi: 10.1007/978-94-007-0910-2_68

    Schaap, S., Vos, P., & Goedhart, M.J. (2011). Students overcoming blockages while building a mathematical model; exploring a framework. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in Teaching and Learning of Mathematical Modelling (pp. 137-146). New York: Springer. doi: 10.1007/978-94-007-0910-2_15

    Scientific publications

    • Gjesteland, Thomas; Vos, Pauline (2019). Affect and mathematical modeling assessment – A case study on students’ experience of challenge and flow during a compulsory mathematical modeling task by engineering students. Affect in Mathematical Modeling. ISBN: 978-3-030-04431-2. Springer Publishing Company. 1. s 257 - 272.
    • Wiik, Anders; Vos, Pauline (2018). Hvorfor lære om logaritmer?. Tangenten - tidsskrift for matematikkundervisning. ISSN: 0802-8192. 29 (4). s 7 - 12.
    • Rensaa, Ragnhild Johanne; Vos, Pauline (2018). Interpreting teaching for conceptual and for procedural knowledge in a teaching video about linear algebra. Skrifter från Svensk förening för matematikdidaktisk forskning. ISSN: 1651-3274. 12s 109 - 118.
    • Gjesteland, Thomas; Vos, Pauline; Wold, Margrethe (2018). Mathematical modelling and activation – a study on a large class, a project-based task and students’ flow. International Network for Didactic Research in University Mathematics : INDRUM. ISSN: 2496-1027. s 175 - 184.
    • Vos, Pauline; Roorda, Gerrit (2018). Students’ readiness to appropriate the derivative - meta-knowledge as support for the ZPD. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN: 0771-100X. 4s 387 - 394.
    • Vos, Pauline (2018). “How Real People Really Need Mathematics in the Real World” — Authenticity in Mathematics Education. Education Sciences. ISSN: 2227-7102. 8 (4). s 1 - 14. doi:10.3390/educsci8040195.
    • Baartman, Desire; Vos, Pauline (2017). Analyse av deleksamen for grunnskolelærerutdanningen. Tangenten - tidsskrift for matematikkundervisning. ISSN: 0802-8192. 28 (1). s 41 - 48.
    • Djepaxhija, Brikena; Vos, Pauline; Fuglestad, Anne Berit (2017). Assessing Mathematizing Competences Through Multiple-Choice Tasks: Using Students’ Response Processes to Investigate Task Validity. Mathematical Modelling and Applications - Crossing and Researching Boundaries in Mathematics Education. ISBN: 978-3-319-62967-4. Springer. 50. s 601 - 611.
    • Vos, Pauline; Roorda, Gerrit (2017). Long-Term Development of How Students Interpret a Model: Complementarity of Contexts and Mathematics. Mathematical Modelling and Applications - Crossing and Researching Boundaries in Mathematics Education. ISBN: 978-3-319-62967-4. Springer. 40. s 479 - 489.
    • Gjesteland, Thomas; Vos, Pauline; Wold, Margrethe (2017). Students experiencing flow in a Physics lab task using mobile phones and free software. Smart Universities: Education´s Digital Future. ISBN: 978-3-8325-4595-6. Logos Verlag Berlin. Scientific papers. s 37 - 44.
    • Kim, Rae Young; Suurtamm, Christine; Silver, Edward; Ufer, Stefan; Vos, Pauline (2017). Topic Study Group No. 39: Large Scale Assessment and Testing in Mathematics Education. Proceedings of the 13th International Congress on Mathematical Education ICME-13. ISBN: 978-3-319-62596-6. Springer. 66. s 565 - 569.
    • Hernandez-Martinez, Paul; Vos, Pauline (2018). “Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities. ZDM: Mathematics Education. ISSN: 1863-9690. 50 (1-2). s 245 - 257. doi:10.1007/s11858-017-0904-2.
    • Hogstad, Ninni Marie; Isabwe, Ghislain Maurice Norbert; Vos, Pauline (2016). Engineering students' use of visualization to communicate about representations and applications in a technological environment. International Network for Didactic Research in University Mathematics : INDRUM. ISSN: 2496-1027. s 211 - 220.
    • Roorda, Gerrit; Vos, Pauline; Drijvers, Paul; Goedhart, Martin J. (2016). Solving rate of change tasks with a graphing calculator: a case study on instrumental genesis. Digital Experiences in Mathematics Education. ISSN: 2199-3246. 2 (2). doi:10.1007/s40751-016-0022-8.
    • Djepaxhija, Brikena; Vos, Pauline; Fuglestad, Anne Berit (2015). Exploring grade 9 students' assumption making when mathematizing. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. ISBN: 978-80-7290-844-8. European Society for Research in Mathematics Education. Chapter of TWG6 Applications and Modelling. s 848 - 854.
    • Simensen, Anita Movik; Fuglestad, Anne Berit; Vos, Pauline (2015). How much space for communication is there for a low achieving student in a heterogeneous group?. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. ISBN: 978-80-7290-844-8. European Society for Research in Mathematics Education. Chapter of TWG3 Algebraic Thinking. s 467 - 473.
    • Roorda, Gerrit; Vos, Pauline; Goedhart, Martin J. (2014). An actor-oriented transfer perspective on high school students’ development of the use of procedures to solve problems on rate of change. International Journal of Science and Mathematics Education. ISSN: 1571-0068. 13 (4). s 863 - 889. doi:10.1007/s10763-013-9501-1.
    • Roorda, Gerrit; Vos, Pauline; Drijvers, Paul; Goedhart, Martin (2014). Graphing Calculator Supported Instrumentation Schemes for the Concept of Derivative : A Case Study. Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 5). ISBN: 978-0-86491-365-4. PME. Kapittel. s 57 - 64.
    • Vos, Pauline (2013). Assessment of Modelling in Mathematics Examination Papers: Ready-Made Models and Reproductive Mathematising Pauline Vos. Teaching Mathematical Modelling: Connecting to Research and Practice. ISBN: 978-94-007-6540-5. Springer. chapter. s 479 - 488.
    • Suurtamm, Christine; Thompson, Denisse R.; Kim, Rae Young; Moreno, Leonora Diaz; Sayac, Nathalie; Schukajlow, Stanislaw; Ufer, Stefan; Vos, Pauline (2016). Assessment in Mathematics Education: Large-Scale Assessment and Classroom Assessment. ISBN: 978-3-319-32393-0. Springer. s 120.
    • Wiik, Anders; Vos, Pauline (2019). Å lese værmeldingene i norske aviser (1945-2015): Hvilke matematiske ferdigheter forventes?.
    • Vos, Pauline (2019). Reactor at 90% Seminar of PhD candidate - What makes a good PhD thesis?.
    • Hernandez-Martinez, Paul; Vos, Pauline (2019). Conceptualising the modelling cycle from a socio-cultural learning perspective.
    • Greefrath, Gilbert; Vos, Pauline (2019). Video word problems, mathematizing applets, or modelling projects – categorizing the wide area of ‘modelling tasks with digital tools’.
    • Vos, Pauline; Frejd, Peter (2019). Grade 8 students learning to visualize and mathematically model industrial processes through Sankey diagrams.
    • Vos, Pauline; Kubens, Valerie (2019). Bare ett skolefag forbindes med hat og angst.
    • Vos, Pauline; Dean, Evert (2019). Connecting school mathematics to the world of work.
    • Rogovchenko, Yuriy; Vos, Pauline (2019). MERGA Strand 2 - The teaching & learning of Mathematics in non-mathematical practices.
    • Vos, Pauline (2019). What makes a good PhD thesis?.

    Last changed: 27.10.2019 21:10