With Celia Hoyles, Phillip Kent, and Richard B. Noss, he is the co-author of Improving Mathematics at Work: The Need for Techno-Mathematical Literacies (Routledge, 2010).[8]
His main area of expertise is mathematics education, but he has contributed also to a more general boundary-crossing framework,[9] and to the development of design research in education as a methodological approach to improve education and education as a design science more generally.[10] Other areas of interest include interest development,[11] attitudes toward science and mathematics,[12] inferentialism,[13][14][15] scaffolding,[16][17] and embodied design.[18][19] Bakker is project leader of The Digital Turn in Epistemology project funded by NWO.[20]
Career
In 2004, Bakker graduated (PhD) on his dissertation titled Design research in statistics education: On symbolizing and computer tools[21], one of the first dissertations on design research (supervised by Koeno Gravemeijer, Gellof Kanselaar, and Jan de Lange). Alongside this project, he participated as advisor and curriculum author in the TinkerPlots project (NSF, ESI-9818946), directed by Cliff Konold (UMass, Amherst).
At the Institute of Education (now UCL), he was research officer with Phillip Kent, in the TLRP project Technomathematical Literacies in the workplace, codirected by Celia Hoyles and Richard Noss (2004–2007).[22]
Honours
In 1989, Bakker received the third prize in the National Mathematics Olympiad (Netherlands) and also the first prize in the Pythagoras Olympiad.[22]
^Törner G. & Azarello, F. (2013). "Grading mathematics education research journals". Mitteilungen der Gesellschaft für Didaktik der Mathematik. 39 (95): 31–34.
^Steven R. Williams; Keith R. Leatham (2017). "Journal Quality in Mathematics Education". Journal for Research in Mathematics Education. 48 (4): 369. doi:10.5951/jresematheduc.48.4.0369. ISSN0021-8251.
^"Additional functions". Employees. Universiteit Utrecht. Arthur Bakker. Retrieved 16 June 2019.
^Akkerman, S. F.; Bakker, A. (2011). "Boundary crossing and boundary objects". Review of Educational Research. 81 (2): 132–169. doi:10.3102/0034654311404435. S2CID53685507.
^Arthur, Bakker. Design research in education : a practical guide for early career researchers. Abingdon, Oxon. ISBN9781351329422. OCLC1044734218.
^Bakker, A. & Derry, J. (2011). "Lessons from inferentialism for statistics education". Mathematical Thinking and Learning. 13 (1–2): 5–26. doi:10.1080/10986065.2011.538293. S2CID122733822.{{cite journal}}: CS1 maint: multiple names: authors list (link)
^Taylor, Samuel D.; Noorloos, Ruben; Bakker, Arthur (2017). "Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning". Journal of Philosophy of Education. 51 (4): 769–784. doi:10.1111/1467-9752.12264. hdl:1874/360554. ISSN1467-9752.
^Smit, Jantien; Eerde, Henriëtte A. A. van; Bakker, Arthur (2013). "A conceptualisation of whole-class scaffolding". British Educational Research Journal. 39 (5): 817–834. doi:10.1002/berj.3007. ISSN1469-3518.
