This document provides an overview of Christian Bokhove's background and research interests. It summarizes that he has been a math teacher since 1998 and has conducted research projects involving math and ICT. His PhD focused on how ICT can support math skills acquisition. Going forward, his research will take both qualitative and quantitative approaches to study how digital tools can be integrated into classrooms to help students develop deeper algebraic understanding through formative feedback scenarios and addressing learning crises. He aims to publish his work and collaborate with others to bridge the gap between educational theory and classroom practice.

1. Presentation
School of Education
University of Southampton
Goal: sketch my background, my
expertise over last ten years, and
research themes next five years

2. Background
• Christian Bokhove,
• maths teacher since 1998
• Projects maths and ICT
• Research at Freudenthal Institute

3. Background
• National projects
– Wisweb (Freudenthal Institute)
– WELP (Freudenthal Institute)
– Galois (Vooruit! grant)
– Sage (Funded with prize money)
• PhD with Jan van Maanen and Paul Drijvers,
Freudenthal Institute

4. In what way can the use of ICT support acquiring,
practicing and assessing relevant mathematical skills
Qualitative Assessment Quantitative
- Formative (for) v Summative (of) approach
approach
- Feedback
(Black & Wiliam, 1998)
ICT tool use Algebraic expertise
- Instrumentation - Basic skills
- Task, technology, theory - Symbol Sense
(Lagrange, 1999) (Arcavi, 1994)
- Teacher, student - Transition sec.
- TPACK ed. To higher ed.
Christian Bokhove

5. Highlighting some features

6. Quantitative Qualitative
• Complementary
• Qualitative
– Insight processes - Grounded theory
– Why does it work? -
-
Case study
1 to 1 sessions
– What can work? - Smallscale
- Atlas-TI
• Quantitative
– Effectiveness - Multilevel analysis
- Learning analytics
– Does it work? - Datamining techniques

7. Theory Practice
• www.algebrametinzicht.nl
• Practice learns from research
– What could work?
– How does it work?
– Validated intervention
• Theory learns from practice
– Observe best practices
Photo’s classroom experiments

8. Design Principles
• Formative scenarios
• Feedback
• Crises
• Store student results

9. Design principle: formative scenarios
• Hattie and Timperley
• Timing and fading (Renkl et al)

10. Design principle: elaborate feedback
• Black and William (1998)
• Assessment for learning
• Several feedback types
(Hattie and Timperley: FT, FP, FR, FS)

11. Design principle: crises
John Keats
“Failure is, in a sense, the highway to success”
• Crises of learning (Van Hiele)
• Productive failure (Kapur)
• Impasse (VanLehn)
• Doll, Piaget, VanLehn, ….

16. Relation to research themes
Touches on research themes
• School Improvement and Effectiveness
• Design and Utilisation of Digital Technologies
• Research in Mathematics Education SIG
• (Quantitative Methodologies)

17. Wider research strategy
• Publications in journals
• Networking, conferences (nat. and int.)
• Acquisition projects, collaboration national
and international, funding/grants

18. Wider research strategy
Focus on
• Mathematics in the classroom
• ICT tool use: characteristics
• Implementation in classroom
(e.g. formative scenarios)
• Teachers and students
• Design principles
• Link Computer Science: datamining log files

19. Questions
• In what way are digital tools best integrated
into classroom practice?
• What characteristics does a digital tool need?
• What does this mean for students and
teachers?
• What are the differences between maths with
pen-and-paper and maths with digital tools?
• How can students acquire a deeper
understanding of mathematics?

20. Development teacher programme
• Knowledge
• Knowledge of tools
– DGS
– Algebra tools
• Bridging theory and practice

21. Questions
• How can we support teachers in teaching
mathematics?
• What do recent developments mean for
Maths education
– Math Wars
– Tablets: handwriting recognition
– Khan academy

25. Proof of concept

26. Thank You
Thank You
• Questions
• http://www.fi.uu.nl/~christianb
• cbokhove@stmichaelcollege.nl