The didactical Use of Models in Realistic Mathematics Education : An Example from a Longitudinal Trajectory on Percentage

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Difficulties in initial algebra learning in Indonesia (2014, background): “…difficulty in horizontal mathematization concerns going from the world of real phenomena to the world of symbols and vice versa: in other words, to translate back and forth between the world of the problem situation and the world of mathematics (Treffers 1987; Van den Heuvel-Panhuizen 2000, 2003).”
Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions (2016, background): “Empirical studies (e.g. van den Heuvel-Panhuizen, 2003) show the power of this teaching strategy.”
PUTTING CONTEXT IN CONTEXT: AN EXAMINATION OF THE EVIDENCE FOR THE BENEFITS OF ‘CONTEXTUALISED’ TASKS (2011, background): “In particular, this use of context problems reflects the nature of mathematics as a human activity ( Van den Heuvel-Panhuizen, 2003 ).”
A Local Instruction Theory for the Development of Number Sense (2010, background): “The practice of naming constituted a vertical shift in mathematizing ( Van Den Heuvel-Panhuizen, 2003 ), which facilitated reflective discourse on strategies.”