{{short description|Dutch mathematician}} {{infobox scientist | honorific_prefix = | name = Arthur Bakker | honorific_suffix = | native_name = | native_name_lang = | image = | birth_date = {{birth date and age|1970|01|03}} | birth_place = | fields = Mathematics education | workplaces =Freudenthal Institute<br>Utrecht University<br>University of Bremen | patrons = | education = | alma_mater = | thesis_title = Design research in statistics education: On symbolizing and computer tools | thesis_url = http://dspace.library.uu.nl/handle/1874/767 | thesis_year = 2004 | doctoral_advisor = Koeno Gravemeijer<br>Gellof Kanselaar<br>Jan de Lange | academic_advisors = | doctoral_students = | notable_students = | known_for = }} '''Arthur Bakker''' (born January 3, 1970) is a Dutch mathematics education researcher and associate professor at the [[Freudenthal Institute]], [[Utrecht University]], [[Netherlands]].<ref>{{Cite web|url=https://www.uu.nl/staff/abakker4/|title=Dr. A. (Arthur) Bakker|website=Employees. Universiteit Utrecht.|access-date=16 June 2019}}</ref> He is Fellow at the [[University of Bremen]].<ref>{{Cite web|url=https://www.uni-bremen.de/zflb/projekte-forschung/creative-unit-cu/kooperationen/assoziierte-partnerinnen/arthur-bakker/|title=Arthur Bakker|website=Universität Bremen. Projekte und Forschung. Assoziierte Partner*innen|access-date=16 June 2019}}</ref>
== Service and Functions == He is editor-in-chief of ''[[Educational Studies in Mathematics]]''.<ref>{{Cite web|url=https://link.springer.com/journal/10649|title=Educational Studies in Mathematics|last=Springer|access-date=16 June 2019}}</ref><ref>{{Cite journal|last1=Ryan Andrew Nivens|last2=Samuel Otten|date=2017|title=Assessing Journal Quality in Mathematics Education|journal=Journal for Research in Mathematics Education|volume=48|issue=4|pages=348|doi=10.5951/jresematheduc.48.4.0348|issn=0021-8251|url=https://dc.etsu.edu/cgi/viewcontent.cgi?article=1215&context=etsu-works}}</ref><ref>{{Cite journal|last=Törner G. & Azarello, F.|date=2013|title=Grading mathematics education research journals.|journal=Mitteilungen der Gesellschaft für Didaktik der Mathematik|volume=39|issue=95|pages=31–34}}</ref><ref>{{Cite journal|last1=Steven R. Williams|last2=Keith R. Leatham|date=2017|title=Journal Quality in Mathematics Education|journal=Journal for Research in Mathematics Education|volume=48|issue=4|pages=369|doi=10.5951/jresematheduc.48.4.0369|issn=0021-8251}}</ref> Before, he was associate editor of ''[[Educational Studies in Mathematics]]'' since 2014.<ref>{{Cite web|url=https://www.uu.nl/staff/abakker4/Additional%20functions|title=Additional functions|website=Employees. Universiteit Utrecht. Arthur Bakker|access-date=16 June 2019}}</ref>
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).<ref>{{cite journal|title=Review of ''Improving Mathematics at Work: The Need for Techno-Mathematical Literacies''|first=Julie|last=Gainsburg|journal=Educational Studies in Mathematics|volume=76|issue=1|date=January 2011|pages=117–122|doi=10.1007/s10649-010-9266-1|jstor=41486156|hdl=10211.2/1782|s2cid=119778716|hdl-access=free}}</ref>
His main area of expertise is [[mathematics education]], but he has contributed also to a more general boundary-crossing framework,<ref>{{Cite journal|last1=Akkerman |first1=S. F. |last2=Bakker |first2=A. |s2cid=53685507|date=2011|title=Boundary crossing and boundary objects|journal=Review of Educational Research|volume=81|issue=2|pages=132–169|doi=10.3102/0034654311404435}}</ref> and to the development of design research in education as a methodological approach to improve education and education as a design science more generally.<ref>{{Cite book|title=Design research in education : a practical guide for early career researchers|last=Arthur|first=Bakker|isbn=9781351329422|location=Abingdon, Oxon|oclc=1044734218}}</ref> Other areas of interest include interest development,<ref>{{Cite journal|last1=Bakker|first1=Arthur|last2=Akkerman|first2=Sanne F.|date=2018-08-31|title=Persons pursuing multiple objects of interest in multiple contexts|journal=European Journal of Psychology of Education|volume=34|language=en|pages=1–24|doi=10.1007/s10212-018-0400-2|issn=1878-5174|doi-access=free}}</ref> attitudes toward science and mathematics,<ref>{{Cite journal|date=2016-11-01|title=Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study|journal=Educational Research Review|language=en|volume=19|pages=158–172|doi=10.1016/j.edurev.2016.07.003|issn=1747-938X|last1=Savelsbergh|first1=Elwin R.|last2=Prins|first2=Gjalt T.|last3=Rietbergen|first3=Charlotte|last4=Fechner|first4=Sabine|last5=Vaessen|first5=Bram E.|last6=Draijer|first6=Jael M.|last7=Bakker|first7=Arthur|doi-access=free}}</ref> inferentialism,<ref>{{Cite journal|last=Bakker, A. & Derry, J.|date=2011|title=Lessons from inferentialism for statistics education|journal=Mathematical Thinking and Learning|volume=13|issue=1–2|pages=5–26|doi=10.1080/10986065.2011.538293|s2cid=122733822}}</ref><ref>{{Cite journal|last1=Derry|first1=Jan|last2=Bakker|first2=Arthur|last3=Taylor|first3=Samuel D.|last4=Noorloos|first4=Ruben|date=2017-12-01|title=Inferentialism as an alternative to socioconstructivism in mathematics education|journal=Mathematics Education Research Journal|language=en|volume=29|issue=4|pages=437–453|doi=10.1007/s13394-017-0189-3|issn=2211-050X|bibcode=2017MEdRJ..29..437N|doi-access=free}}</ref><ref>{{Cite journal|last1=Taylor|first1=Samuel D.|last2=Noorloos|first2=Ruben|last3=Bakker|first3=Arthur|date=2017|title=Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning|journal=Journal of Philosophy of Education|language=en|volume=51|issue=4|pages=769–784|doi=10.1111/1467-9752.12264|hdl=1874/360554 |issn=1467-9752|hdl-access=free}}</ref> scaffolding,<ref>{{Cite journal|last1=Wegerif|first1=Rupert|last2=Smit|first2=Jantien|last3=Bakker|first3=Arthur|date=2015-11-01|title=Scaffolding and dialogic teaching in mathematics education: introduction and review|journal=ZDM|language=en|volume=47|issue=7|pages=1047–1065|doi=10.1007/s11858-015-0738-8|issn=1863-9704|doi-access=free|hdl=10871/20613|hdl-access=free}}</ref><ref>{{Cite journal|last1=Smit|first1=Jantien|last2=Eerde|first2=Henriëtte A. A. van|last3=Bakker|first3=Arthur|date=2013|title=A conceptualisation of whole-class scaffolding|journal=British Educational Research Journal|language=en|volume=39|issue=5|pages=817–834|doi=10.1002/berj.3007|issn=1469-3518}}</ref> and embodied design.<ref>{{Cite journal|last1=Schaaf|first1=Marieke van der|last2=Bakker|first2=Arthur|last3=Shayan|first3=Shakila|last4=Abrahamson|first4=Dor|date=2015|title=Eye-Tracking Piaget: Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action|journal=Human Development|language=en|volume=58|issue=4–5|pages=218–244|doi=10.1159/000443153|hdl=1874/343144 |s2cid=147259988|issn=1423-0054|url=https://escholarship.org/uc/item/7g25q0v5|hdl-access=free}}</ref><ref>{{Cite journal|last1=Abrahamson|first1=Dor|last2=Schaaf|first2=Van der|last3=F|first3=Marieke|last4=Bakker|first4=Arthur|last5=Shayan|first5=Shakila|last6=Duijzer|first6=Carolien A. C. G.|date=2017|title=Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition|journal=Frontiers in Psychology|language=en|volume=8|pages=144|doi=10.3389/fpsyg.2017.00144|issn=1664-1078|pmc=5296304|pmid=28228739|doi-access=free }}</ref> Bakker is project leader of ''The Digital Turn in Epistemology'' project funded by NWO.<ref>{{Cite web|url=https://digtep.sites.uu.nl/about-the-project/|title=Digital Turn in Epistemology|last=Utrecht Universiteit|access-date=16 June 2019}}</ref>
== Career == In 2004, Bakker graduated (PhD) on his dissertation titled ''Design research in statistics education: On symbolizing and computer tools''<ref>{{Cite book|url=https://dspace.library.uu.nl/bitstream/handle/1874/893/full.pdf?sequence=2&isAllowed=y|title=Design research in statistics education: On symbolizing and computer tools|last=Bakker|first=Arthur|publisher=Wilco|year=2004|location=Amersfoort}}</ref>'','' 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 Institute of Education|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).<ref name=":0">{{Cite web|url=https://www.uu.nl/staff/abakker4/CV|title=Dr. Arthur Bakker. CV.|website=Employees. Universiteit Utrecht|access-date=16 June 2019}}</ref>
== Honours == In 1989, Bakker received the third prize in the [[Mathematics olympiad|National Mathematics Olympiad]] (Netherlands) and also the first prize in the Pythagoras Olympiad.<ref name=":0" /> Techno-Mathematical Literacies: Bakker co-authored Improving Mathematics at Work: The Need for Techno-Mathematical Literacies (2010), which explores the mathematical skills required in modern workplaces. == References == {{Reflist}}
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{{DEFAULTSORT:Bakker, Arthur}} [[Category:1970 births]] [[Category:Living people]] [[Category:Academic staff of Utrecht University]] [[Category:21st-century Dutch mathematicians]] [[Category:Academic journal editors]] [[Category:Educational Studies in Mathematics editors]]