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Research Institute of Child Development and Education (RICDE) RICDE

Prof. dr. A. (Arthur) Bakker

Faculty of Social and Behavioural Sciences
Programme group:
Area of expertise: Mathematics Education, STEM Education, Curriculum, Interest Development, Design Research
Photographer: Ron Koffeman
Visiting address
  • Nieuwe Achtergracht 129
Postal address
  • Postbus 15776
    1001 NG Amsterdam
Contact details
Social media
  • Profile

    Arthur Bakker is professor of STEM Education and Curriculum. He is director of the Research Centre for Curriculum Studies (rccs.nl), a collaboration with SLO, the national curriculum institute. He was editor of Educational Studies in Mathematics. The roots of Bakker’s expertise are in mathematics education, but his research areas have broadened since he was a mathematics teacher and did a PhD on design research in statistics education. As fellow of the University of Bremen, he wrote a book on design research in education (2018, Routledge). His interest in curriculum stems from his involvement in the revision of a US textbook for middle school mathematics. His interest in boundary crossing originates from the research in England on techno-mathematical literacies in the workplace (Hoyles, Noss, Kent) and his collaboration with Sanne Akkerman in vocational education (MBO). The studies on boundary crossing led to continued collaboration on interest development across sites of learning (school, home, hobbies, work). Over time Bakker has further worked on scaffolding (with Smit and Shvarts) and embodied design (with Abrahamson, Shvarts, Drijvers, Alberto).

    With Blom, Smit and others, Bakker supervises PhD candidates and a postdoctoral researcher in the project titled Multilingual Voices in STEM Education.

    Research expertise

    • Mathematics Education
    • STEM Education
    • Curriculum
    • Interest Development
    • Design Research

    Media appearances

    Podcasts

    Interview

    Other links

  • Research

    Research methods

    • Design research
    • Design-based research

    Current research projects

    Bakker is working on a second edition of this book: Design Research in Education: A Practical Guide for Early Career Research. 

    Research grants & honours

    • Multistem.net (NWA)
    • Fellow of the University of Bremen

    Current cooperation

    • Elma Blom (UU) and Jantien Smit (HU): translanguaging
    • Sanne Akkerman (UU): interest development
    • Talita Groenendijk (SLO): curricular coherence
    • Veerle Eggens (Alasca): interdisciplinary STEM education
    • Ramon de Jonge (Hoeksch Lyceum): interest-driven pedagogy
  • Education
    • UPvA: supervision bachelor theses
    • Curriculum Studies (BA): guest lectures
    • Educatief Ontwerpen (ILO)

    PhD Supervision

    • Rosa Alberto
    • Elske de Waal
    • Lianne Stolte
    • Erin Gail MacDonald
    • Lucía Chisari
    • Hanneke ‘t Hart-Baart
    • Simone van der Maeden
    • Enrique Navarro Riesco
    • Nelleke den Braber
    • Mireille Hassemer
  • Publications

    2025

    • Bakker, A., Angerer, E., Penuel, W. R., & Akkerman, S. F. (2025). Causal reasoning about education: What is it and what should it be? In P. Illari, & F. Russo (Eds.), The Routledge Handbook of Causality and Causal Methods (pp. 671-682). (Routledge handbooks in philosophy). Routledge. https://doi.org/10.4324/9781003528937-75
    • Boels, L., Bakker, A., Van Dooren, W., & Drijvers, P. (2025). Secondary school students’ strategies when interpreting histograms and case-value plots: an eye-tracking study. Educational Studies in Mathematics, 118, 479-503. https://doi.org/10.1007/s10649-024-10351-3
    • Chisari, L., Moraru, M., Bakker, A., Smit, J., & Blom, E. (2025). Language-related challenges and recommendations of migrant families visiting Dutch science museums. The International Journal of the Inclusive Museum, 18(2), 53-76. https://doi.org/10.18848/1835-2014/CGP/v18i02/53-76 [details]
    • van Dijke-Droogers, M., Drijvers, P., & Bakker, A. (2025). Effects of a Learning Trajectory for statistical inference on 9th-grade students’ statistical literacy. Mathematics Education Research Journal, 37(1), 187-210. https://doi.org/10.1007/s13394-024-00487-z

    2024

    2023

    • Boels, L., Lyford, A., Bakker, A., & Drijvers, P. (2023). Assessing Students’ Interpretations of Histograms Before and After Interpreting Dotplots: A Gaze-Based Machine Learning Analysis. Frontline Learning Research, 11(2), 1-30. https://doi.org/10.14786/flr.v11i2.1139
    • van der Wal, N., Bakker, A., & Drijvers, P. (2023). Designing an instrument to measure the development of techno-mathematical literacies in an innovative mathematics course for future engineers in STEM education. ZDM - Mathematics Education, 55(7), 1243-1254. https://doi.org/10.1007/s11858-023-01507-1

    2022

    • Alberto, R., Shvarts, A., Drijvers, P., & Bakker, A. (2022). Action-based embodied design for mathematics learning: A decade of variations on a theme. International Journal of Child-Computer Interaction, 32, 1-23. https://doi.org/10.1016/j.ijcci.2021.100419
    • Meulenbroeks, R. FG., Reijerkerk, M., Angerer, E., Pieters, T., & Bakker, A. (2022). Academic discourse on education during the early part of the pandemic. Heliyon, 8(10), 1-10. https://doi.org/10.1016/j.heliyon.2022.e11170
    • van Dijke-Droogers, M., Drijvers, P., & Bakker, A. (2022). Introducing Statistical Inference: Design of a Theoretically and Empirically Based Learning Trajectory. International Journal of Science and Mathematics Education, 20, 1743-1766. https://doi.org/10.1007/s10763-021-10208-8

    2021

    • Abdu, R., van Helden, G., Alberto, R., & Bakker, A. (2021). Multimodal dialogue in small-group mathematics learning. Learning, Culture and Social Interaction, 29. https://doi.org/10.1016/j.lcsi.2021.100491
    • Abrahamson, D., Dutton, E., & Bakker, A. (2021). Toward an enactivist mathematics pedagogy. In The Body, Embodiment, and Education (pp. 156-187). Taylor & Francis. https://doi.org/10.4324/9781003142010-9
    • Akkerman, S. F., Bakker, A., & Penuel, W. R. (2021). Relevance of Educational Research: An Ontological Conceptualization. Educational Researcher, 50(6), 416-424. https://doi.org/10.3102/0013189X211028239
    • Bakker, A., Cai, J., & Zenger, L. (2021). Future themes of mathematics education research: an international survey before and during the pandemic. Educational Studies in Mathematics, 107(1), 1-24. https://doi.org/10.1007/s10649-021-10049-w
    • Shvarts, A., Alberto, R., Bakker, A., Doorman, M., & Drijvers, P. (2021). Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system. Educational Studies in Mathematics, 107(3), 447-469. https://doi.org/10.1007/s10649-021-10053-0
    • Wijnker, W., Bakker, A., Schukajlow, S., & Drijvers, P. (2021). Modeling the mechanisms of interest raising videos in education. Human Behavior and Emerging Technologies, 3(5), 823-831. https://doi.org/10.1002/hbe2.314
    • Wijnker, W., Tan, E. S., Bakker, A., van Gog, T. A. J. M., & Drijvers, P. H. M. (2021). Film as the Engine for Learning A Model to Assess Film’s Interest Raising Potential. Projections, 15(2), 56-90. https://doi.org/10.3167/proj.2021.150203
    • van Dijke-Droogers, M., Drijvers, P., & Bakker, A. (2021). Statistical modeling processes through the lens of instrumental genesis. Educational Studies in Mathematics, 107(2), 235-260. https://doi.org/10.1007/s10649-020-10023-y
    • van der Wal, N., Bakker, A., Moes, A., & Drijvers, P. (2021). Fostering techno-mathematical literacies in higher technical education. In Z. A. Philippakos, E. Howell, & A. Pellegrino (Eds.), reflections on challenges and successes of design-based implementation research (pp. 296-316). Guilford Press.

    2020

    • Schindler, M., & Bakker, A. (2020). Affective field during collaborative problem posing and problem solving: a case study. Educational Studies in Mathematics, 105(3), 303-324. https://doi.org/10.1007/s10649-020-09973-0

    2019

    2021

    • Mesa, V., Bakker, A., Venkat, H., Wagner, D., Bikner-Ahsbahs, A., FitzSimons, G., Gutiérrez, Á., Meaney, T., Prediger, S., Radford, L., & Van Dooren, W. (2021). Writing reviews: perspectives from the editors of Educational Studies in Mathematics. Educational Studies in Mathematics, 108(3), 419-428. https://doi.org/10.1007/s10649-021-10114-4

    2020

    2019

    • Bakker, A., Cai, J., English, L., Kaiser, G., Mesa, V., & Van Dooren, W. (2019). Beyond small, medium, or large: points of consideration when interpreting effect sizes. Educational Studies in Mathematics, 102(1). https://doi.org/10.1007/s10649-019-09908-4

    2024

    • Bakker, A. (2024). Instappen maar. Didactief, 54(1/2, special), 7.
    • Moraru, M., & Bakker, A. (2024). Translanguaging in de vaklessen. Van Twaalf tot Achttien, 34(1-2), 40-41.

    2024

    • van der Maeden, S., Veldhuis, M., Doorman, M., & Bakker, A. (2024). Wiskundige attitude binnen het primair onderwijs: Onderwijs meets Onderzoek 2024.

    Media appearance

    • Bakker, A. & Rowan, E. (17-01-2025). Inclusive teaching [Other]. podcast. https://soundcloud.com/utrechtuniversity/appeltaart-en-baklava-aflevering-5-thema-in-gesprek-over-inclusive-teaching
    • Bakker, A., Turşucu, S., de Groot, J. & de Jong, T. (02-04-2024). Hoe kunnen we curricula meer betekenisvol en inclusief maken? [Podcast]. Hoe kunnen we curricula meer betekenisvol en inclusief maken? [Podcast].
    • Bakker, A. (23-01-2024). Op zoek naar ideeën die potentieel hebben: Interview met Arthur Bakker. [Print] Volgens Bartjens. Op zoek naar ideeën die potentieel hebben: Interview met Arthur Bakker.

    Talk / presentation

    Others

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