Publications

Danielsson, A., Avraamidou, L., & Gonsalves, A. (2023). GENDER MATTERS: Building on the Past, Recognizing the Present, and Looking Toward the Future. In Handbook of Research on Science Education: Volume III (1st ed., Vol. 3, pp. 263-290). Taylor and Francis Inc.. https://doi.org/10.4324/9780367855758-12

Bargiela, I. M., Puig, B., Blanco-Anaya, P., & Avraamidou, L. (2023). Inquiry and Argumentation Practices Enacted by Early Students in an Inquiry Cycle About Gravity and Air Friction. In G. S. Carvalho, A. S. Afonso, & Z. Anastácio (Eds.), Fostering Scientific Citizenship in an Uncertain World (pp. 183-199). (Contributions from Science Education Research; Vol. 13). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-3-031-32225-9_12

Sezen-Barrie, A., & Avraamidou, L. (2022). “A Different Kind of Middleman”: Preservice Science Teachers’ Agency for Climate Change Education. In Justice and Equity in Climate Change Education Exploring Social and Ethical Dimensions of Environmental Education (1st ed., pp. 174-197). Taylor and Francis Inc.. https://doi.org/10.4324/9780429326011-9

Ali, A., Davis, N. R., Takeuchi, M. A., Avraamidou, L., Marin, A., Martins, I., Philip, T., & Vossoughi, S. (2022). Seeing Histories in Bodies, Places, and Disciplinary Learning: Historicizing Methodologies. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1723-1730). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

de Paula Orofino, R., Azevedo, N. H., & Lopes Scarpa, D. (2021). The Place Where Languages Meet to Argue: A Contribution from an Analysis of the Brazilian National Curriculum. In A. A. Essien, & A. Msimanga (Eds.), Multilingual Education Yearbook 2021 (pp. 215-234). (Multilingual Education Yearbook). Springer. https://doi.org/10.1007/978-3-030-72009-4_12

Mali, A., Petropoulou, G., Biza, I., & Hewitt, D. (2021). The research mathematicians in the classroom: How their practice has potential to foster student horizon. In M. Goos, & K. Beswick (Eds.), The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges Springer.

Erduran, S., Kaya, E., & Avraamidou, L. (2020). Does Research on Nature of Science and Social Justice Intersect? Exploring Theoretical and Practical Convergence for Science Education. In H. A. Yacoubian, & L. Hansson (Eds.), Nature of Science for Social Justice (pp. 97-113). ( Science: Philosophy, History and Education). Springer. https://doi.org/10.1007/978-3-030-47260-3_6

Katz, P., & Avraamidou, L. (2019). Introduction: Meeting Basic Needs. In P. Katz, & L. Avraamidou (Eds.), Stability and Change in Science Education -Meeting Basic Learning Needs: Homeostasis and Novelty in Teaching and Learning (pp. 3-7). (New Directions in Mathematics and Science Education; Vol. 33). Brill. https://doi.org/10.1163/9789004391635_001

Avraamidou, L. (2019). Making Sense of Sensemaking in Elementary Science—Perspectives from Identity and Implications for Equity. In E. Davis, C. Zembal-Saul, & S. Kademian (Eds.), Sensemaking in Elementary Science: Supporting Teacher Learning (1 ed., pp. 78-87). (Teaching and Learning in Science Series). Routledge, Taylor and Francis group. https://www.routledge.com/Sensemaking-in-Elementary-Science-Supporting-Teacher-Learning-1st-Edition/Davis-Zembal-Saul-Kademian/p/book/9781138386952

Katz, P., & Avraamidou, L. (2019). Meeting Basic Needs: History of Homeostasis and Novelty as Concepts and Terms Relevant to Science Education . In P. Katz, & L. Avraamidou (Eds.), Stability and Change in Science Education: Homeostasis and Novelty in Teaching and Learning (pp. 8-18). (New Directions in Mathematics and Science Education; Vol. 33). Brill. https://doi.org/10.1163/9789004391635_002

Avraamidou, L. (2019). Response: Making Sense of Sensemaking in Elementary Education. In E. A. Davis, C. Zembal-Saul, & S. M. Kademian (Eds.), Sensemaking in Elementary Science: Supporting Teacher Learning (1 ed., pp. 78-86). Routledge. https://doi.org/10.4324/9780429426513-6

Avraamidou, L., & Katz, P. (2019). Synthesis and Recommendations. In P. Katz, & L. Avraamidou (Eds.), Stability and Change in Science Education: Homeostasis and Novelty in Teaching and Learning (pp. 231-239). (New Directions in Mathematics and Science Education; Vol. 33). Brill. https://doi.org/10.1163/9789004391635_013

Anwar, L., & Goedhart, M. (2019). Understanding geometric proofs: Scaffolding pre-service mathematics teacher students through dynamic geometry system (dgs) and flow-chart proof. In U. T. Jankvist, M. V. D. Heuvel-Panhuizen, & M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research in Mathematics Education (Vol. TWG01, pp. 104-111). (Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)). Freudenthal Group. https://hal.archives-ouvertes.fr/hal-02397991

Mali, A., Cawley, Anne, A., Duranczyk, I., Mesa, V., Ström, A., & Watkins, L. (2019). Identifying sense-making in algebra instruction at U.S. postsecondary colleges. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceeding of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2586 -2593). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Petropoulou, G., Mali, A., & Biza, I. (2019). Research mathematicians in teaching practice: Possibilities and perspectives for the education of future mathematics teachers. In C. Christou (Ed.), Proceeding of the 8th Conference of the Greek Association of Researchers in Mathematics Education (pp. 170-178). University of Cyprus and GARME.

Mali, A., Gerami, S., Ullah, A., & Mesa, V. (2019). Teacher Questioning in Problem Solving in Community College Algebra Classrooms. In P. Felmer, P. Liljedahl, & B. Koichu (Eds.), Problem Solving in Mathematics Instruction and Teacher Professional Development (pp. 317-335). Springer International Publishing. https://doi.org/10.1007/978-3-030-29215-7_17

Mesa, V., Mali, A., & Castro-Rodríguez, E. (2019). University student use of dynamic textbooks: An exploratory analysis. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceeding of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2604-2605). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Kayumova, S., Avraamidou, L., & Adams, J. (2018). Diversity, Equity, and the Big Picture. In L. Bryan, & K. Tobin (Eds.), Critical Issues and Bold Visions for Science Education: The Road Ahead (pp. 285-297). Brill. https://doi.org/10.1163/9789004389663_016

Avraamidou, L. (2018). Elementary science teacher identity as a lived experience: Small stories in narrative analysis. In P. Schutz, J. Y. Hong, & D. Cross Francis (Eds.), Research on Teacher Identity: Mapping Challenges and Innovations (pp. 145-155). Springer International Publishing. https://doi.org/10.1007/978-3-319-93836-3_13

Azevedo, N. H., & Lopes Scarpa, D. (2018). Contextualized Questionnaire for Investigating Conceptions of the Nature of Science: Procedure and Principles for Elaboration. In M. E. Prestes, & C. Silva (Eds.), Teaching Science with Context. Science: Philosophy, History and Education (pp. 17-30). Springer. https://doi.org/10.1007/978-3-319-74036-2_2

Aaten, A. B., Roorda, G., Deprez, J., & Goedhart, M. (2018). Evolution of undergraduate students' mathematical reasoning. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 3). PME. http://www.pme42.se/

Bronkhorst, H., Roorda, G., Suhre, C., & Goedhart, M. (2018). Secondary Students' Logical Reasoning Abilities. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 27). PME.

Cawley, A., Duranczyk, I., Mali, A., Mesa, V., Ström, A., Watkins, L., Kimani, P., & Lim, D. (2018). An innovative qualitative video analysis instrument to assess the quality of post-secondary algebra instruction. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 227-234). PME.

Mali, A., & Mesa, V. (2018). Instructor creation of lecture notes with digital textbooks. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 109-109).

Mali, A., & Mesa, V. (2018). Instructor use of dynamic textbooks in teaching Linear Algebra and Abstract Algebra. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 21st Conference of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education (pp. 1580-1581). SIGMAA.

Avraamidou, L., & Bryan, L. (2017). Science education reform: Reflecting on the past and raising questions for the future. In L. A. Bryan, & K. G. Tobin (Eds.), 13 Questions: Reframing Education's Conversation: Science (pp. 401-418). Peter Lang.

Azevedo, N. H., & Lopes Scarpa, D. (2017). O contato com materiais de divulgação científica pode influenciar as concepções de natureza da ciência? In XI ENPEC - Encontro Nacional de Pesquisa em Educação em Ciências http://abrapecnet.org.br/enpec/xi-enpec/anais/resumos/R1675-1.pdf

Aaten, A. B., Deprez, J., Roorda, G., & Goedhart, M. (2017). Undergraduates' reasoning while solving integration tasks: discussion of a research framework. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017) (pp. 1961-1968). DCU Institute of Education and ERME.

Mali, A., Jaworski, B., & Biza, I. (2017). Proof-oriented tutoring: A small group culture utilising research strategies of mathematicians. In R. Göller, R. Biehler, R. Hochmuth, & H. G. Rück (Eds.), Proceedings of kompetenzzentrum hochschuldidaktik mathematik Conference (pp. 218-222). khdm.

Mesa, V., Duranczyk, I., Kohli, N., Ström, A., Watkins, L., & Mali, A. (2017). Towards a measure of the quality of instruction @ community colleges: Focusing on mathematical procedures. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20th Conference of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference (pp. 1643-1644).

Mesa, V., & Mali, A. (2017). Uses of dynamic textbooks in undergraduate mathematics classrooms. In G. Schubring, L. Fan , & V. Geraldo (Eds.), Proceedings of the 2nd International Conference on Mathematics Textbook Research and Development (pp. 75-77). Instituto de Matemática, Universidade Federal do Rio de Janeiro.

Roth, W-M., & Avraamidou, L. (2016). Looking Back to Look Forward. In L. Avraamidou, & W-M. Roth (Eds.), Intersections of Formal and Informal Sciene (pp. 229-238). Routledge, Taylor and Francis group.

Avraamidou, L., & Roth, W-M. (2016). Prologue. In L. Avraamidou, & W-M. Roth (Eds.), Intersections of Formal and Informal Science Routledge, Taylor and Francis group.

Avraamidou, L. (2016). Qualitative methods in social research: Theoretical Underpinnings and Research Approaches. In A. Pyrgiotakis, & C. Theophilides (Eds.), Research methods in social and educational sciences Πεδίο.

Avraamidou, L. (2016). Self-studies of elementary science teacher educators: Insights, implications, and future research directions. In G. Buck, & V. Akerson (Eds.), Allowing our professional knowledge of preservice science teacher education to be enhanced by self-study research: Turning a critical eye on our practice (pp. 223-240). Springer. https://doi.org/10.1007/978-3-319-32447-0_12

Avraamidou, L. (2016). Stories of self and informal science: Tracing Preservice Teachers’ Identity Work across informal science experiences. In L. Avraamidou, & W-M. Roth (Eds.), Intersections of Formal and Informal Science (pp. 217-288). Routledge, Taylor and Francis group. https://www.routledge.com/Intersections-of-Formal-and-Informal-Science-1st-Edition/Avraamidou-Roth/p/book/9781138951051

Avraamidou, L. (2016). Studying science teacher identity: An introduction. In L. Avraamidou (Ed.), Studying science teacher identity: Theoretical, Methodological and Empirical Explorations (pp. 1-14). Sense Publishers. https://doi.org/10.1007/978-94-6300-528-9

Avraamidou, L. (2016). Telling stories: Intersections of life histories and science teaching identities. In L. Avraamidou (Ed.), Studying science teacher identity: Theoretical, Methodological and Empirical Explorations (pp. 153-176). (NEW DIRECTIONS IN MATHEMATICS AND SCIENCE EDUCATION; Vol. 30). Sense Publishers. https://doi.org/10.1163/9789463005289_009

Aaten, A. B., Deprez, J., Roorda, G., & Goedhart, M. (2016). A case study on undergraduate students’ focus when solving integration tasks: the role of relating task properties and possible approaches. In C. Csikos (Ed.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: Vol. 1. Szeged, 3-7 August, 2016 (pp. 107). PME. https://limo.libis.be/primo-explore/fulldisplay?docid=LIRIAS1769347&context=L&vid=Lirias&search_scope=Lirias&tab=default_tab&lang=en_US&fromSitemap=1

van Lacum, E., Koeneman, M., Ossevoort, M., & Goedhart, M. (2016). Scientific Argumentation Model (SAM): A Heuristic for Reading Research Articles by Science Students. In N. Papadouris, A. A. Hadjigeorgiou, & C. Constantinou (Eds.), Insights from research in science teaching and learning: Selected Papers from the ESERA 2013 Conference (pp. 169-183). Springer. https://doi.org/10.1007/978-3-319-20074-3_1

Jaworski, B., Potari, D., Rasmussen, C., Oates, G., Kwon, O. N., Ellis, J., Maciejewski, W., Mali, A., Petropoulou, G., Wawro, M., & Zachariades, T. (2016). PME 40 Research Forum: Mathematics learning and teaching at university level. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 375-404). PME.

Lopes Scarpa, D., Bruno Cavalari Menna, V., Carolina Vilarrubia , A., Azevedo, N. H., Virgino dos Santos Xavier, J., & Ferreira Campos, N. (2015). Ações e princípios para o planejamento de sequências didáticas argumentativas. In X Encontro Nacional de Pesquisa em Educação em Ciências – X ENPEC http://www.abrapecnet.org.br/enpec/x-enpec/anais2015/resumos/R1279-1.PDF

Goedhart, M. (2015). New perspectives on the undergraduate chemistry curriculum in universities. In J. Garcia-Martinez, & E. Serrano-Torregrosa (Eds.), Chemistry Education: Best Practices, Opportunities and Trends (pp. 73-97). Wiley.

Jaworski, B., Mali, A., & Petropoulou, G. (2015). Approaches to teaching mathematics and their relation to students’ mathematical meaning making. In Proceedings of 39th Psychology of Mathematics Education conference (Vol. 3, pp. 97-104). PME.

Mali, A. (2015). Characterising university mathematics teaching. In K. Krainer , & N. Vondrová (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2187-2193). Charles University in Prague, Faculty of Education and ERME.

Roorda, G., Vos, P., Drijvers, P. H. M., & Goedhart, M. (2014). Graphing calculator supported instrumentation schemes for the concept of derivative: a case study. In C. Nicol, S. Oesterle, P. Liljedahl, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 5, pp. 55-64). PME. http://www.pme38.com

Boer, H. J., Prins, G. T., Goedhart, M., & Boersma, K. T. (2014). Students' experienced coherence between chemistry and biology in context-based secondary science education. In C. Bruguière, A. Tiberghien, & P. Clément (Eds.), Science learning and citizenship (pp. 385-402). Springer.

Mali, A., Biza, I., & Jaworski, B. (2014). Characteristics of university mathematics teaching: Use of generic examples in tutoring. In Proceedings of the Joint Meeting of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Group for the Psychology of Mathematics Education (Vol. 4, pp. 161-168). (Proceedings of the Joint Meeting of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Group for the Psychology of Mathematics Education). PME.

Mali, A. (2014). Lecturers’ use of genericity across examples in mathematics tutoring. In P. Barmby (Ed.), Proceedings of the British Society for Research into Learning Mathematics Mathematics (34 ed., Vol. 1, pp. 83-88). King’s College London.

Mali, A. (2014). Teaching Knowledge-in-Practice: An introduction. In G. Adams (Ed.), Proceedings of the British Society for Research into Learning Mathematics (34 ed., Vol. 3, pp. 43-48). University of Leicester.

Schwarz, C. V., Ke, L., Lee, M., & Rosenberg, J. M. (2014). Developing mechanistic model-based explanations of phenomena: Case studies of two fifth grade students’ epistemologies in practice over time. In J. L. Polman, E. A. Kyza, K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 182-189). International Society of the Learning Sciences, Inc.. https://doi.org/10.22318/icls2014.182

Avraamidou, L. (2013). Qualitative Methods in Social Research: Theoretical Framework and Approaches to Qualitative Research. In A. Pyrgiotakis, & C. Theofilides (Eds.), Educational Research: Theoretical Perspectives and Practical Approaches (pp. 13-25). University of Nicosia Press.

Roorda, G., Goedhart, M., & Vos, P. (2013). Long-Term Development of students' repertoire of rate of change procedures. In A. M. Lindmeier, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 5). Springer.

Mali, A., Biza, I., Kaskadamis, M., Potari, D., & Sakonidis, C. (2013). Integrating technology into teaching: New challenges for the classroom mathematical meaning construction. In B. Ubuz, Ç. Haser , & M. A. Mariotti (Eds.), Proceedings of the 8th Congress of the European Society for Research in Mathematics Education (pp. 3175-3184). CERME.

Avraamidou, L., & Evagorou, M. (2012). Introduction. In M. Evagorou, & L. Avraamidou (Eds.), Contemporary approaches to science teaching and Learning. (pp. 1-12). ΔΙΑΔΡΑΣΗ.

Hadjiachilleos, S., & Avraamidou, L. (2012). Open-ended scientifi c inquiry in a nonformal setting: Cognitive, affective and social aspects of in-service elementary teachers’ development. In M. Kooy, & K. van Veen (Eds.), Teacher Learning that Matters: International Perspectives (1st ed., pp. 217-234). Taylor and Francis Ltd. https://doi.org/10.4324/9780203805879-22

Avraamidou, L. (2012). Trends in Science Education and Teacher Preparation. In M. Evagorou, & L. Avraamidou (Eds.), Contemporary approaches to science teaching and Learning (pp. 3-25). ΔΙΑΔΡΑΣΗ.

Azevedo, N. H., Martini, A., & de Oliveira, A. (2012). Distribuição espacial de bromélias tanque terrestres em Restinga: causas e consequências. In 63º Congresso Nacional de Botânica https://dtihost.sfo2.digitaloceanspaces.com/sbotanicab/63CNBot/63CNBot_ev_152.pdf

Hadjiachilleos, S., & Avraamidou, L. (2011). Open-ended scientific inquiry in a non-formal setting: Cognitive, affective and social aspects of in-service elementary teachers’ development. In M. Kooy, & K. V. Veen (Eds.), Teacher Learning that Matters: International Perspectives (pp. 217-234). Routledge, Taylor and Francis group.

Avraamidou, L., & Angelides, P. (2011). Promoting inclusive education in informal learning environments. In P. Angelides (Ed.), Pedagogical Approaches for Inclusion (pp. 17-42). ΔΙΑΔΡΑΣΗ.

Schaap, S., Vos, P., & Goedhart, M. (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: ICTMA14 (pp. 137-146). (International perspectives on the teaching and learning of mathematical modelling; Vol. 1). Springer.

Lee, M., Dancy, M., Henderson, C., & Brewe, E. (2011). Successes and constraints in the enactment of a reform. In C. Singh, S. Rebello, & P. Engelhardt (Eds.), American Institute of Physics Conference Proceedings, Physics Education Research Conference (pp. 239-242). American Institute of Physics.

Dijkstra, E., & Goedhart, M. J. (2010). “I liked it all!” How students appreciate Carboschools– and what impact it has on them. In Global change: from research to the classroom (pp. 57-68). Carboschools consortium.

Jansen, E. P. W. A., & Goedhart, M. J. (2010). (Inter)disciplinary Dublin descriptors? Implementation of the Bologna process in a Dutch University. In M. Davies, M. Devlin, & M. Tight (Eds.), Interdisciplinary Higher Education: Theory and Practice. Volume 5 of International Perspectives on Higher Educa tion Research. (pp. 93-103). Emerald Group Publishing Limited.

Ossevoort, M. A., van Lacum, E., & Goedhart, M. J. (2009). Identification of scientific arguments in primary literature by biology students studying a Bachelor degree. In M. Hamman, A. J. Waarlo, & K. T. Boersma (Eds.), The nature of research in biological education: Old and new perspectives on theoretical and methodological issues (pp. 123-135). (FIsme-series on research in science education ; No. 60). CD-β Press.

Goedhart, M. J., Finlayson, O. E., & Lindblom-Ylänne, S. (2009). Research-based teaching in higher level chemistry education. In I. Eilks, & B. Byers (Eds.), Innovative methods of teaching and learning chemistry in higher education. RSC publishing.

Goedhart, M. J., van Lacum, E., & Ossevoort, M. A. (2008). Learning from research articles: How undergraduate life science students understand primary literature. In B. Ralle, & I. Eilks (Eds.), Promoting successful science education - the worth of science education research: A collection of invited papers inspired by the 19th Symposium on Chemical and Science Education held at the University of Dortmund, 22-24 May 2008 (pp. 123 - 131). (Didaktik der Naturwissenschaften). Shaker Publishing.

Roorda, G., Vos, P., & Goedhart, M. J. (2008). The concept of derivative in modelling and applications. In C. Haines, P. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical Modelling (ICTMA 12): Education, Engineering and Economics Horwood Publishing.

Goedhart, M. J. (2007). Crossing borders between (research into) mathematics and science. In Proceedings of second international science and mathematics education conference . (pp. 65 - 74). RUG/GION.

Roorda, G., Vos, P., & Goedhart, M. J. (2007). Derivates in applications: describing students' understanding. In Proceedings of the Working Group on Mathematical Modelling and Applications at the 5th Conference on European Research in Mathematics Education (CERME-5) (pp. 2160 - 2169). University of Cyprus.

Andrea, M., Beijaard, D., Goedhart, M. J., & de Glopper, C. M. (2007). Het bestuderen van leerlingwerk in docentnetwerken en de invloed daarvan op de professionele ontwikkeling van docenten. In R. J. Bosker, S. Doolaard, & A. E. Jacobse (Eds.), Zorgvuldig en veelbelovend onderwijs: Proceedings van de 34e Onderwijs Research Dagen. RUG/GION.

Telli, S., Cakiroglu, J., & den Brok, P. (2006). Turkish secondary education students' perceptions of their classroom learning environment and their attitude towards Biology. In D. L. Fisher, & M. S. Khine (Eds.), Contemporary approaches to research on learning environments world views (pp. 517-542). World Scientific Publishing.