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Keijzer, R. (2015). Changing the pass mark for the mathematics entrance test. In: G. Makrides (red). EAPRIL Conference Proceedings (November 26-28, 2014 Nicosia, Cyprus) (pp. 254-269). Leuven: EAPRIL
Raising the pass mark for the entrance math test for prospective primary teachers has led to several unexpected processes in a Dutch teacher education institute. These include changing ownership of the math test from the group of math educators to the whole institute‟s team of teacher educators, the development of practice based theories on prospective teacher math learning by teacher educators and a discourse within the institute that touched upon the tension between prospective teachers who do not pass the test having to abandon their study vs.
profiling the institute as setting high standards.
Thijs and Van den Akker‟s (2009) curricular spider web provided an instrument for explaining data from this case study. However, it also prompted a discussion on whether the curricular spider web is a useful instrument in the context of teacher education curriculum development.
Boland, A., & Van der Zalm, E., Keijzer, R. (2022). Rekenen op spel. In: Boland, A., Aerden, I., Vancraeyveldt, I., Van de Weghe, J. (2022). De kracht van spel. Waar leerkrachten en kinderen elkaar ontmoeten. Amsterdam: SWP, 157-185.
Keijzer, R., de Vink, I., & Verbruggen, I. (2024). Denkend aan rekenen-wiskunde… Verslag van de 42e Panamaconferentie. Volgens Bartjens – ontwikkeling en onderzoek, 44(2),53-59.
Keijzer, R. & Van der Weijden, B. (2024). Kijk op wiskunde. Volgens Bartjens, 43(5), 32-35.
