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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.

  • Improving the quality of mathematical discussions
    Calor, S. M. (2024). Improving the quality of mathematical discussions: The impact of small-group scaffolding. Learning, Culture and Social Interaction , 49. https://doi.org/10.1016/j.lcsi.2024.100858
  • Computational thinking bij Geschiedenis, wiskunde en talen
    Logtenberg, A., Sweep, J., & Calor, S. M. (2024). Computational thinking bij Geschiedenis, wiskunde en talen: Een vakoverstijgende aanpak op de lerarenopleiding. Dimensies: Tijdschrift voor didactiek van de Mens- en Maatschappijvakken, 8. https://dimensies.nu/wp-content/uploads/2024/08/dimensies8-art3-mei24.pdf
  • Prior knowledge of a calculus course
    Mahadewsing, R., Getrouw, D., & Calor, S. M. (2024). Prior knowledge of a calculus course: The impact of prior knowledge on students’ errors. International Electronic Journal of Mathematics Education, 19(3), Article em0786. https://doi.org/10.29333/iejme/14765
  • 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
  • Scaffolding small groups at the group level
    Calor, S. M., Dekker, R., van Drie, J. P., & Volman, M. L. L. (2022). Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions. Journal of the Learning Sciences, 31(3), 369-407. https://doi.org/10.1080/10508406.2021.2024834
  • 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.
  • "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. Paper presented at 13th International Congress on Mathematical Education (ICME).
  • 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. Paper presented at EARLI Conference: JURE, Limassol, Cyprus.
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Go to Research database