dr. G. (Gerrit) Roorda

Teacher Educator Mathematics

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Telephone:
E-mail:
g.roorda rug.nl

Research

Postal address:
Netherlands
  1. 2019
  2. Roorda, G., & Vries, de, S. (2019). Wat leren vijf vo-docenten wiskunde in hetzelfde LS-team?. Abstract from Onderwijs Research Dagen 2019, Heerlen, Netherlands.
  3. 2018
  4. Bronkhorst, H., Roorda, G., Suhre, C., & Goedhart, M. (2018). Interventie bij vwo wiskunde C: redeneren in non-formele contexten. Poster session presented at Onderwijs meets Onderzoek, Utrecht, Netherlands.
  5. 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). Umeå, Sweden: PME.
  6. Vos, F., & Roorda, G. (2018). Students' readiness to appropriate the derivative - meta-knowledge as support for the zpd. 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. 4, pp. 387-394). Umeå, Sweden: PME.
  7. Roorda, G., & de Vries, S. (2018). Teacher learning in the context of Lesson Study: One team, five mathematics teachers. 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. 151-151). Umeå, Sweden: PME.
  8. de Vries, S., & Roorda, G. (2018, Jan 22). Beter lesgeven met Lesson Study. Leraar24 is een samenwerking tussen nro kennisnet onderwijscooperatie.
  9. van Boven, S., & Roorda, G. (2018). Didactiekcollege over telproblemen. Euclides, 93(6), 14-17.
  10. Roorda, G., & Goei, S. L. (2018). Lesson Study in Japan. Euclides, 93(4), 14-17.
  11. 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). Umeå, Sweden: PME.
  12. 2017
  13. de Vries, S., Bakker, C., Roorda, G., van Balen, J., & de Haan, D. (2017, Dec 12). Vergroot je repertoire met PLG 2.
  14. Bronkhorst, H., Goedhart, M., Roorda, G., & Suhre, C. (2017). Onderwijs in logisch redeneren: interventie bij vwo wiskunde C. Poster session presented at Conferentie Onderzoek meets onderwijs, NVvW, SLO en FI, .
  15. Roorda, G., & de Vries, S. (2017). LESSON STUDY: Effectief en bruikbaar in het Nederlandse onderwijs?. Poster session presented at Conferentie Onderzoek meets onderwijs, NVvW, SLO en FI, .
  16. 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, & G. Kaiser (Eds.), Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education (pp. 479-489). Springer.
  17. 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). Dublin, Ireland: DCU Institute of Education and ERME.
  18. 2016
  19. de Vries, S., & Roorda, G. (2016). A Reasoned Action Approach to Participation in Lesson Study. Paper presented at WALS 2016, Exeter, United Kingdom.
  20. 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). Szeged, Hungary: PME.
  21. de Vries, S., & Roorda, G. (2016). Lesson Study: een effectieve professionaliseringsmethode?. Poster session presented at Onderwijs Research Dagen 2016 (ORD), Rotterdam, Netherlands.
  22. de Vries, S., Roorda, G., & van Veen, K. (2016). Hoe geschikt is Lesson Study voor docenten om hun praktijk te onderzoeken?. Poster session presented at VELON congres 2016, Brussels, Belgium.
  23. 2015
  24. de Vries, S., & Roorda, G. (2015). De ervaren leerzaamheid van Lesson Study. Paper presented at Onderwijs Research Dagen 2015 (ORD), Leiden, Netherlands.
  25. 2014
  26. Roorda, G., Vos, P., Drijvers, P. H. M. P., & 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). Vancouver, Canada: PME.
  27. 2013
  28. 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). Kiel, Germany: Springer.
  29. 2012
  30. 2010
  31. 2006

ID: 134756