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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.
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 (HiST), Brikena Djepaxhija (UiA), Ninni Marie Hogstad (UiA), Anita Movik Simensen (UiT), Gerrit Roorda (University of Groningen, completed 2012)
Additionally, I have supervised numerous Master's students.
- Completed research project(s):
Running projects:
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
Last changed: 20.06.2019 11:06