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Pauline Vos

Professor

professor

 
Kontor:
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.

Faglige interesser

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.

Prosjekter

- 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. Designing videos for mathematics, a comparative research of didactical approaches in mathematics teaching videos - in collaboration with R.J. Rensaa (Tromsø Univ) - financed by MatRIC (2014-cont). 

Running projects:

  1. "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.)
  2. EMME - Evaluating Modelling in Mathematics Exams (2010 - cont).  
  3. ADILA – Agder Digital Learning Arena, see http://www.uia.no/senter-og-nettverk/puls/adila financed by University of Agder (2013-2017)
  4. LaSiRA - Learning about Simulations as a Research Approach, an interdisciplinary poject with prof LeRon Shults (UiA), and the MODRN project https://www.uia.no/en/research/humaniora-og-pedagogikk/modeling-religion-in-norway-modrn
  5. 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.

Utvalgte publikasjoner

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

Vitenskapelige publikasjoner

  • Wiik Anders, Vos Pauline, Hvorfor lære om logaritmer? (2018). Tangenten - tidsskrift for matematikkundervisning . ISSN 0802-8192. 29 (4), s 7 - 12
  • Rensaa Ragnhild Johanne, Vos Pauline, Interpreting teaching for conceptual and for procedural knowledge in a teaching video about linear algebra (2018). Skrifter från Svensk förening för matematikdidaktisk forskning . ISSN 1651-3274. 12 s 109 - 118
  • Gjesteland Thomas, Vos Pauline, Wold Margrethe, Mathematical modelling and activation – a study on a large class, a project-based task and students’ flow (2018). International Network for Didactic Research in University Mathematics : INDRUM . ISSN 2496-1027. s 175 - 184
  • Poudel Amrit Bahadur, Vos Pauline, Shults F. LeRon, Students of Religion studying social conflicts through simulation and modelling - a pilot study (2018). Proceedings of the International Groups for the Psychology of Mathematics Education . ISSN 0771-100X. 5 s 140 - 140
  • Vos Pauline, Roorda Gerrit, Students’ readiness to appropriate the derivative - meta-knowledge as support for the ZPD (2018). Proceedings of the International Groups for the Psychology of Mathematics Education . ISSN 0771-100X. 4 s 387 - 394
  • Vos Pauline “How Real People Really Need Mathematics in the Real World” — Authenticity in Mathematics Education (2018). Education Sciences . ISSN 2227-7102. 8 (4), s 1 - 14 doi: 10.3390/educsci8040195
  • Baartman Desire, Vos Pauline, Analyse av deleksamen for grunnskolelærerutdanningen (2017). Tangenten - tidsskrift for matematikkundervisning . ISSN 0802-8192. 28 (1), s 41 - 48
  • Djepaxhija Brikena, Vos Pauline, Fuglestad Anne Berit, Assessing Mathematizing Competences Through Multiple-Choice Tasks: Using Students’ Response Processes to Investigate Task Validity (2017).
  • Vos Pauline, Roorda Gerrit, Long-Term Development of How Students Interpret a Model: Complementarity of Contexts and Mathematics (2017).
  • Gjesteland Thomas, Vos Pauline, Wold Margrethe, Students experiencing flow in a Physics lab task using mobile phones and free software (2017).
  • Kim Rae Young, Suurtamm Christine, Silver Edward, Ufer Stefan, Vos Pauline, Topic Study Group No. 39: Large Scale Assessment and Testing in Mathematics Education (2017).
  • Hernandez-Martinez Paul, Vos Pauline, “Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities (2018). 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, Engineering students' use of visualization to communicate about representations and applications in a technological environment (2016). International Network for Didactic Research in University Mathematics . ISSN 2496-1027. s 211 - 220
  • Roorda Gerrit, Vos Pauline, Drijvers Paul, Goedhart Martin J., Solving rate of change tasks with a graphing calculator: a case study on instrumental genesis (2016). Digital Experiences in Mathematics Education . ISSN 2199-3246. 2 (2), doi: 10.1007/s40751-016-0022-8
  • Djepaxhija Brikena, Vos Pauline, Fuglestad Anne Berit, Exploring grade 9 students' assumption making when mathematizing (2015).
  • Simensen Anita Movik, Fuglestad Anne Berit, Vos Pauline, How much space for communication is there for a low achieving student in a heterogeneous group? (2015).
  • Roorda Gerrit, Vos Pauline, Goedhart Martin J., An actor-oriented transfer perspective on high school students’ development of the use of procedures to solve problems on rate of change (2014). 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, Graphing Calculator Supported Instrumentation Schemes for the Concept of Derivative : A Case Study (2014).
  • Vos Pauline Assessment of Modelling in Mathematics Examination Papers: Ready-Made Models and Reproductive Mathematising Pauline Vos (2013).
  • 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. Springer. ISBN 978-3-319-32393-0. 120 s.
  • Wiik Anders, Vos Pauline, Hvorfor lære om logaritmer? (2018). Tangenten - tidsskrift for matematikkundervisning . ISSN 0802-8192. 29 (4), s 7 - 12
  • Vos Pauline Response to the First year Seminar by Ida Maria Landgärds (2018).
  • Simensen Anita Movik, Vos Pauline, Matematiske læringsmuligheter for elever som presterer lavt i matematikk (2018).
  • Vos Pauline Ordformel som bro mellom uformelt algebraisk resonnement og symbolsk algebra (2018).
  • Vos Pauline “How Real People Really Need Mathematics in the Real World” — Authenticity in Mathematics Education (2018). Education Sciences . ISSN 2227-7102. 8 (4), s 1 - 14 doi: 10.3390/educsci8040195
  • Poudel Amrit Bahadur, Vos Pauline, Shults F. LeRon, Students of religion studying social conflict through simulation and modelling - An Exploration. (2018).
  • Rensaa Ragnhild Johanne, Vos Pauline, Interpreting teaching for conceptual and for procedural knowledge in a teaching video about linear algebra (2018). Skrifter från Svensk förening för matematikdidaktisk forskning . ISSN 1651-3274. 12 s 109 - 118
  • Vos Pauline Mathematics as a tool (to solve real-life problems) and mathematics with tools (2018).
  • Vos Pauline, Dallas Markos, Poudel Amrit Bahadur, Shults F. LeRon, Using Social Simulations in Interdisciplinary Primary Education - an Expert Appraisal (2018).
  • Vos Pauline The role of reference to reality in mathematics in society, teacher education and school instruction in Norway (2018).

Sist endret: 12.11.2018 18:11

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