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  S.M. Calor (Sharon)

Email:
s.m.calor@hva.nl
Work address:
Kohnstammhuis, Wibautstraat 2-4, 1091 GM Amsterdam
Postal address:
Postbus 36180,1020 MD Amsterdam
Personal website:
UvA Profiel
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Sharon Calor is docent-onderzoeker aan de Master Leraar Wiskunde van de Hogeschool van Amsterdam, vakdidacticus wiskunde bij de Master Leraar Wiskunde van de Universiteit van Amsterdam en universitair docent bij de Vrije Universiteit Amsterdam. Zij is projectleider van het project Computational Thinking, dat deel uitmaakt van het Smart Education Lab van de Hogeschool van Amsterdam. Daarnaast is zij gepromoveerd op het gebied van scaffolden van kleine heterogene groepen leerlingen tijdens wiskundige discussies.

  • Exploring embedded computational thinking in STEM teacher education
    Pennink, D., Dekker, I., Calor, S., Pijls, M., & Bredeweg, B. (2022). Exploring embedded computational thinking in STEM teacher education. In M. Specht, X. Zhang, C. Glahn, & N. Fanchamps (Eds.), CTE-STEM 2022 Conference (pp. 90-91). Technische Universiteit Delft. https://doi.org/10.34641/ctestem.2022.454
  • Solving domain-specific problems with computational thinking
    Calor, S., Dekker, I., Pennink, D., & Bredeweg, B. (2022). Solving domain-specific problems with computational thinking. In M. Specht, X. Zhang, C. Glahn, & N. Fanchamps (Eds.), CTE-STEM 2022 Conference (pp. 83-85). Technische Universiteit Delft. https://doi.org/10.34641/ctestem.2022.470
  • A Scaffolding Model for small groups in mathematics
    Calor, S. M., Dekker, R., van Drie, J. P., & Volman, M. L. L. (2019). A Scaffolding Model for small groups in mathematics. Paper presented at American Educational Research Association (AERA), Toronto, Canada.
  • Effects of a Scaffolding Model for small groups in mathematics
    Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2019). Effects of a Scaffolding Model for small groups in mathematics. Paper presented at CERME11- The Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht, Netherlands. https://cerme11.org/
  • "Let us discuss math"; Effects of shiftproblem lessons on mathematical discussions and level raising in early algebra
    Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2019). "Let us discuss math"; Effects of shiftproblem lessons on mathematical discussions and level raising in early algebra. Mathematics Education Research Journal, 32(4), 743-767. https://doi.org/10.1007/s13394-019-00278-x
  • Scaffolding mathematics discussion vs conventional teacher help in a Collaborative Setting
    Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2017). Scaffolding mathematics discussion vs conventional teacher help in a Collaborative Setting. Paper presented at the 17th biennial conference of EARLI, Tampere, Finland.
  • Comparison of mathematics discussion and conventional lessons in a collaborative setting
    Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2016). Comparison of mathematics discussion and conventional lessons in a collaborative setting. http://www.icme13.org/
  • Wetenschappers: stop met de termen 'zwarte' en 'witte' school
    Kosar Altinyelken, H., Volman, M., Abacioglu, C., Baan, J., Calor, S., Daas, R., Geijsel, F., van Goethem, A., Kuiper, E., Munniksma, A., Rinnooy Kan, W., Schuitema, J., Soeterik, I., Sözeri, S., Starink-Martha, G., Verhoeven, M., & Voogt, J. (2016). Wetenschappers: stop met de termen 'zwarte' en 'witte' school. De Volkskrant.
  • Teacher support during lessons that invoke mathematical discussions in a collaborative setting
    Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2015). Teacher support during lessons that invoke mathematical discussions in a collaborative setting. http://vhost0309.web04.level27.be/resources/EARLI2015/JURE2015/Earli_JURE_2015_flyer_final.pdf
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Go to Research database