Paul Drijvers

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Prof. Dr. Paul Drijvers.
Professor für Mathematikdidaktik. Universität Utrecht.


  • 1983-1984 Lehrbeauftragter für Stochastik und Statistik an der Technischen Universität Twente
  • 1984-2000 Ausbilder in der Lehrerbildung an der Hochschule Arnheim und Nijmegen
  • 2000-2007 Assistenzprofessur am Freudenthal institut der Universität Utrecht
  • 2008-2014 Außerordentliche Professur am Freudenthal Institut der Universität Utrecht
  • seit 2014 Professur Mathematikdidaktik am Freudenthal Institut der Universität Utrecht


  • Drijvers, P., Arcavi, A. & Stacey, K. (2016). The Teaching and Learning of Algebra: Ideas, Insights and Activities. London / New York: Routledge.
  • Drijvers, P., Ball, L., Barzel, B., Heid, M. K., Cao, Y., & Maschietto, M. (2016). Uses of technology in lower secondary mathematics education; A concise topical survey. New York: Springer.
  • Jupri, A., Drijvers, P., & Van den Heuvel-Panhuizen, M. (2016). Learning algebra on screen and on paper: The effect of using a digital tool on students' understanding. In T. Hidayat, A.B.D. Nandiyanto, L. Hasanah, R. Rosjanuardi, A. Jupri, I. R. Suwarma, L.S. Riza, Nahadi, W. Setiawan, & Khairurrijal (Eds.), Proceedings of International Seminar on Mathematics, Science, and Computer Science Education (MSCEIS 2015) (pp. 060002-1-060002-5). Bandung: Universitas Pendidikan Indonesia, Indonesia.
  • Drijvers, P. (2015). Digital technology in mathematics education: Why it works (or doesn’t). In S. J. Cho (Ed.), Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 135-151). New York: Springer.
  • Drijvers, P. & Margolinas, C. (2015). Didactical engineering in France; an insider’s and an outsider’s view on its foundations, its practice and its impact. ZDM Mathematics Education, 47(6), 893-903.


  • ICT (information and communications technology) in der Mathematikdidaktik
  • Algebrabildung
  • Lehrerbildung
  • Lehrplanentwicklung
  • Mathematisches Denken


  • The promotional power of being a teacher in science and mathematics.
  • The student as an educational designer of mathematics games.
  • Mathematical thinking in practice.
  • Edumatics
  • Tool use in an innovative learning environment for mathematics