Amsterdam University of Applied Sciences

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Dr. S. Abrantes Garcez Palha (Sonia)

Telephone:
0621155586
Email:
s.abrantes.garcez.palha@hva.nl
Work address:
Kohnstammhuis, Wibautstraat 2-4, 1091 GM Amsterdam
Postal address:
Postbus 36180,1020 MD Amsterdam
Room number:
07A19
Go to Research database
  • Teaching Scenarios for (Digital) Game Based Learning in Teacher Education
    Abrantes Garcêz Palha, S. (Author). (2022). Teaching Scenarios for (Digital) Game Based Learning in Teacher Education. Web publication or website
  • Game-Based Pedagogy in teacher education
    Abrantes Garcêz Palha, S. (Photographer), & Bouwer, A. J. (Photographer). (2022). Game-Based Pedagogy in teacher education. Web publication or website
  • Game-based learning in mathematics
    Abrantes Garcêz Palha, S., Akin, E., Bouwer, A. J., van Smaalen, D., & Claassen, S. G. (2022). Game-based learning in mathematics: The GAMMA project. In Game-based learning in mathematics
  • Eliciting students’ thinking about change: filling a vase in a computer application
    Palha, S., & van Smaalen, D. (2020). Eliciting students’ thinking about change: filling a vase in a computer application. In A. Donevska-Todorova, & E. Faggiano (Eds.), Proceedings of the Tenth ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA) (pp. 271). Johannes Kepler University Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218
  • Self-construction and interactive simulations to support the learning of drawing graphs and reasoning in mathematics
    Palha, S., Bouwer, A., Bredeweg, B., & Keulen, S. (2020). Self-construction and interactive simulations to support the learning of drawing graphs and reasoning in mathematics. In V. Kumar, & C. Troussas (Eds.), Intelligent Tutoring Systems - 16th International Conference, ITS 2020, Proceedings (pp. 364-370). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 12149 LNCS). Springer. https://doi.org/10.1007/978-3-030-49663-0_43
  • Reinvenção do ensino a distância: a inovação ao ritmo de cada professor
    Rocha, H., Oitavem, I., Viseu, F., & Palha, S. (2020). Reinvenção do ensino a distância: a inovação ao ritmo de cada professor. Revista Educacao e Matematica, 155, 16-20. https://run.unl.pt/bitstream/10362/117276/1/EnsinodistanciaHRIOFVSP.pdf
  • Digitally increasing the qualitative understanding of the derivative
    van der Hoek, G., & Palha, S. (2020). Digitally increasing the qualitative understanding of the derivative. In Digitally increasing the qualitative understanding of the derivative (pp. 357-358). ATEE (Association for Teacher Education) & CIEd (Research Centre on Education - UID/CED/01661/2019) Institute of Education, University of Minho. https://hal.archives-ouvertes.fr/hal-02932218
  • The integral as accumulation function approach: A proposal of a learning sequence for collaborative reasoning
    Palha, S., & Spandaw, J. (2019). The integral as accumulation function approach: A proposal of a learning sequence for collaborative reasoning. European Journal of Science and Mathematics Education, 7(3), 109-136. https://doi.org/10.30935/scimath/9538
  • Effects of task structure and group composition on elaboration and metacognitive activities of high-ability students during collaborative learning
    Schuitema, J., Palha, S., van Boxtel, C., & Peetsma, T. (2019). Effects of task structure and group composition on elaboration and metacognitive activities of high-ability students during collaborative learning. Pedagogische Studiën, 96(2), 136-151. http://pedagogischestudien.nl/search?identifier=691194
  • Eindrapportage Flexibilisering Masteropleiding 2015-2019
    Abrantes Garcêz Palha, S., Kubbe, L., Smulders, P. H., & Wolthuis Scheeres, S. (2019). Eindrapportage Flexibilisering Masteropleiding 2015-2019. Hogeschool van Amsterdam, Kenniscentrum Onderwijs en Opvoeding.
  • Interactive Virtual Math
    Palha, S. (Designer). (2019). Interactive Virtual Math. Web publication or website, Kohnstamm Instituut. https://app.dwo.nl/ivm/start/
  • Student teachers needs and preferences for a technology preparation course
    Palha, S. (2019). Student teachers needs and preferences for a technology preparation course. In L. Leite, E. Oldham, L. Carvalho, A. S. Afonso, F. Viseu, & M. H. Martinho (Eds.), Student teachers needs and preferences for a technology preparation course (pp. 72-81). ATEE (Association for Teacher Education) & CIEd (Research Centre on Education - UID/CED/01661/2019) Institute of Education, University of Minho.
  • Why digital tools may (not) help by learning about graphs in dynamics events?
    Palha, S. (2019). Why digital tools may (not) help by learning about graphs in dynamics events? In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2900-2907). Freudenthal Group & Freudenthal Institute, Utrecht University.
  • Interactive Virtual Math: Een digitale tool om context-grafieken te leren in de klas
    Palha, S., & Vosbergen, J. (2018). Interactive Virtual Math: Een digitale tool om context-grafieken te leren in de klas. Poster session presented at Onderwijs meets onderzoek, Utrecht, Netherlands.
  • Learning student-teachers to orchestrate a classroom discussion for reasoning
    Abrantes Garcêz Palha, S., & van Smaalen, D. (2018). Learning student-teachers to orchestrate a classroom discussion for reasoning. Paper presented at EARLI SIG 26 Argumentation, Dialogue and Reasoning, Jerusalem, Israel.
  • Designing a digital tool for reasoning with covariation graphs: didactical considerations and classroom experience
    Abrantes Garcêz Palha, S. (2018). Designing a digital tool for reasoning with covariation graphs: didactical considerations and classroom experience. Paper presented at 7th Conference on Digital Tools in
    Mathematics Education (CADGME ), Coimbra, Portugal. https://www.uc.pt/en/congressos/cadgme2018/webProceedings
  • Interactive Virtual Math 2.0
    Palha, S. (Author). (2018). Interactive Virtual Math 2.0. Software, Hogeschool van Amsterdam, Kenniscentrum Onderwijs en Opvoeding. https://app.dwo.nl/ivm/?locale=nl&profile=103&hash=%23s%3A587447#s:587447
  • Proposição de tarefas com TDIC em aulas de Cálculo
    Trevisan, A. L., dos Santos da Fonseca, M. O., & Palha, S. (2018). Proposição de tarefas com TDIC em aulas de Cálculo. Revista Diálogo Educacional, 18(58), 713-738. https://doi.org/10.7213/1981-416X.18.058.DS06
  • Rapport van het programma Summerschool praktijkonderzoek van de master lerarenopleiding wiskunde in 2015-2017
    Abrantes Garcêz Palha, S., van Smaalen, D., Reumerman, R., & Kubbe, L. (2018). Rapport van het programma Summerschool praktijkonderzoek van de master lerarenopleiding wiskunde in 2015-2017. Hogeschool van Amsterdam, Kenniscentrum Onderwijs en Opvoeding.
  • Studenten behoeften en voorkeuren voor een cursus Digitale Didactiek
    Abrantes Garcêz Palha, S., Kubbe, L., & Wolthuis Scheeres, S. (2018). Studenten behoeften en voorkeuren voor een cursus Digitale Didactiek. Hogeschool van Amsterdam, Kenniscentrum Onderwijs en Opvoeding.
  • Why the notion of accumulation can be useful for collaborative reasoning about integrals
    Palha, S., & Spandaw, J. (2018). Why the notion of accumulation can be useful for collaborative reasoning about integrals: a case study. Manuscript in preparation.
  • Gezamenlijk redeneren en het valideren van wiskundige ideeën
    Palha, S. (2017). Gezamenlijk redeneren en het valideren van wiskundige ideeën: een case studie. Paper presented at Onderwijs research dagen 2017, Antwerpen, Belgium.
  • Interactive virtual math
    Palha, S., & Koopman, S. (2017). Interactive virtual math: a tool to support self-construction graphs by dynamical relations. In Proceedings of the 10th Congress of European Research on Mathematics Education (CERME 10) https://keynote.conference-services.net/resources/444/5118/pdf/CERME10_0598.pdf
  • Kritisch omgaan met informatie
    Abrantes Garcêz Palha, S., & Van Galen, F. (2017). Kritisch omgaan met informatie. In G. Bruin-Muurling, D. van Eerde, F. van Galen, K. Gravemeijer, R. Keijzer, & I. van Stiphout (Eds.), Statistiek voor morgen Werkgroep Wiskunde voor Morgen. http://www.rekenenwiskunde21.nl/uploads/artikelen/levitinartikel3.pdf
  • Learning with Interactive Virtual Math in the classroom
    Palha, S., & Koopman, S. (2017). Learning with Interactive Virtual Math in the classroom. Poster session presented at ICMT13 (13th International Conference on Technology in Mathematics Teaching), Lyon, France.
  • Learning with Interactive Virtual Math in the Classroom
    Palha, S., & Koopman, S. (2017). Learning with Interactive Virtual Math in the Classroom. In G. Aldon, & J. Trgalová (Eds.), Proceedings of the 13th International Conference on Technology in Mathematics Teaching, France (pp. 449-452). CCSD (The Center for Direct Scientific Communication).
  • Leren met Interactive Virtual Math in de klas
    Abrantes Garcêz Palha, S., & Koopman, S. A. H. (2017). Leren met Interactive Virtual Math in de klas. In G. Aldon, & J. Trgalová (Eds.), Proceedings of the 13th International Conference on Technology in Mathematics Teaching: ICTMT 13 (pp. 449-452). Ecole Normale Supérieure de Lyon .
  • O uso da tecnologia na Holanda
    Palha, S. (2017). O uso da tecnologia na Holanda: um impulso através dos novos programas? Revista Educacao e Matematica, 143, 43-47.
  • Students learning with Interactive Virtual Math
    Palha, S. (2017). Students learning with Interactive Virtual Math: an exploratory study in the classroom. Ensino e Tecnologia em Revista, 1(1), p.80-102. https://periodicos.utfpr.edu.br/etr/article/view/5990/4415
  • Interactive virtual math
    Abrantes Garcêz Palha, S. (Photographer). (2016). Interactive virtual math. Digital or Visual Products https://www.hva.nl/kc-onderwijs-opvoeding/gedeelde-content/projecten/projecten-algemeen/interactive-virtual-math.html
  • Wiskundeonderwijs voor de toekomst
    Buijs, K., Palha, S., & Zwaneveld, B. (2016). Wiskundeonderwijs voor de toekomst: naar een repertoire van instructievormen. Euclides, 91(7), 18-22.
Go to Research database
Go to Research database