Dr. S.M. (Sharon) Calor

Faculteit der Maatschappij- en Gedragswetenschappen

Powl Docenten ILO

Fotograaf: onbekend

Bezoekadres

Nieuwe Achtergracht 127
Kamernummer: 08.03

Postadres

Postbus 15776
1001 NG Amsterdam

Contactgegevens

Profile

Sharon Calor is a senior lecturer and researcher at the Teacher Academy and Research Institute of Child Development and Education (University of Amsterdam). She is also a senior lecturer and researcher at the Amsterdam University of Applied Sciences (HvA) and assistant professor at Vrije Universiteit Amsterdam (VU).

Her research interests are in the areas of small-group scaffolding, students’ learning, mathematical reasoning, mathematical level-raising, digital literacy, teachers’ professional development, and generative AI in education.
Publicaties
2024

Calor, S. M., van Drie, J. P., Dekker, R., & Volman, M. L. L. (2024). Improving the quality of mathematical discussions: The impact of small-group scaffolding. Learning, Culture and Social Interaction, 49, Article 100858. https://doi.org/10.1016/j.lcsi.2024.100858

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

2022

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 [details]
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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 [details]
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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 [details]
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2020

Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2020). "Let us discuss math"; Effects of shiftproblem lessons on mathematical discussions and level raising in early algebra. Mathematics Education Research Journal, 32(4), 743-763. https://doi.org/10.1007/s13394-019-00278-x [details]
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2025

Schols, M. E. M., Calor, S. M., Korving, H., & Westbroek, H. (2025). Inclusieve digitale didactiek voor beroepsopleiding voor onderwijsprofessionals. https://www.nro.nl/sites/nro/files/media-files/eindrapport_-_inclusieve_digitale_didactiek_in_het_beroepsonderwijs.pdf
2024

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, 45-67. Article 3. https://dimensies.nu/computational-thinking-bij-geschiedenis-wiskunde-en-talen-nr-8-mei-2024/
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2016

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. http://www.volkskrant.nl/opinie/wetenschappers-stop-met-de-termen-zwarte-en-witte-school~a4467962/
2022

Calor, S. M., Kubbe, L., & Abrantes Garcêz Palha, S. (2022). Students think algorithmically with differential equations. Abstract from Conference European Society for Research in Mathematics Education, Bolzano, Italy. https://hal.archives-ouvertes.fr/hal-03748502/document

2019

Calor, S. M., Dekker, R., van Drie, J. P., & Volman, M. L. L. (2019). A Scaffolding Model for small groups in mathematics. Poster session presented at AERA 2019, Annual Meeting the American Educational Research Association, Toronto, Canada.

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.

2017

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 EARLI, Tampere, Finland.

2016

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), Hamburg, Germany.

2015

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 JURE 2015 (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
Prijs / subsidie

Schols, M. & Calor, S. (2025). Grant award for responsible AI 2025.

Lidmaatschap / relevante positie

Calor, S. (2020-2023). Lid algemeen bestuur Nederlandse Vereniging van Wiskundeleraren, Nederlandse Vereniging van Wiskundeleraren. https://www.nvvw.nl/over-nvvw/bestuur/

Calor, S. (2018-2019). Div C AERA Learning and Instruction. http://www.aera.net/Division-C/Learning-Instruction-C

Calor, S. (2018-2019). SIG AERA Research in Mathematics Education. http://sigrme.org/

Calor, S. (2016-2018). Earli SIG 10 - Social Interaction in Learning and Instruction.

Calor, S. (2011-2018). Coördinator Vaknetwerk Wiskunde NH, Vaknetwerk Wiskunde NH.

Spreker

Calor, S. (keynote speaker) (4-12-2024). Towards integrating MathGPT into the Dutch classroom practice: Opportunities and challenges, The 6th International Seminar on Applied Mathematics and Mathematics Education (ISAMME), Bandung.

Calor, S. (speaker), Dekker, R. (speaker), van Drie, J. P. (speaker), Zijlstra, B. J. H. (speaker) & Volman, M. L. L. (speaker) (29-8-2017). SCAFFOLDING MATHEMATICS DISCUSSION VS CONVENTIONAL TEACHER HELP IN A COLLABORATIVE SETTING, EARLI, Tampere.

Calor, S. (speaker) (23-1-2017). Samenwerkingsopdrachten in wiskunde bij alle niveaus, filmfragmenten, Tweedaagse Studiedag Openschoolgemeenschap Bijlmer, Amsterdam.

Calor, S. (speaker), Bopardikar , A. (speaker), Lara-Alecio , R. (speaker), Michels , B. (speaker), van Bruggen-van der Lugt, A. (speaker) & Schoenfeld , A. (speaker) (22-9-2016). Working group teacher professional development: Resources for professional communities of teachers, 12th annual conference of The International Society for Design and Development in Education (ISDDE): Infrastructuring by Design, Utrecht. https://sites.google.com/site/isdde2016/program

Calor, S. (speaker) & Pijls, M. H. J. (speaker) (20-6-2016). Groepswerk en wiskundige discussies, University of Utrecht, SLO, nationaal expertisecentrum leerplanontwikkeling, Nederlandse Vereniging voor Wiskundeleraren.

Calor, S. (speaker) & Zwerver, P. (speaker) (1-6-2016). Wiskundige discussies tussen leerlingen: de rol van de docent, 2e Amsterdams Symposium Didactiek van de Bètavakken, Amsterdam.

Calor, S. (speaker), Pijls, M. H. J. (speaker) & Dekker, R. (speaker) (24-11-2014). Teacher can you help us?, University of Agder. http://www.google.nl/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=11&ved=0CBwQFjAAOApqFQoTCNby_-Cd5cgCFebAcgoduEgLQg&url=http%3A%2F%2Fwww.ui…

Calor, S. (speaker) (6-3-2014). Interne differentiatie in een heterogene eerste klas, ILO Alumniconferentie, Amsterdam.

Andere

Calor, S. (participant) (6-11-2021). Studiedag Nederlandse Vereniging van Wiskundeleraren, Veenendaal. Samenwerken aan woordformules in een diverse brugklas (participating in a conference, workshop, ...). https://www.nvvw.nl/agenda/jaarvergadering-en-studiedag-2021/workshops-studiedag-2021/

Calor, S. (participant) & Kosterman, S. (participant) (12-5-2021). Taalsteun in Vakonderwijs. Taalsteun en groepsopdrachten bij statistieklessen in 4 havo (participating in a conference, workshop, ...). https://events.slo.nl/file/fae66496-5192-42ff-9877-75b4cec33797/1621502292

Calor, S. (participant) (1-1-2021 - 31-12-2022). Vaknetwerk Wiskunde. Vaknetwerk Wiskunde (organising a conference, workshop, ...). http://www.vaknetwerkwiskunde.nl/

Calor, S. (participant) (13-3-2013 - 14-3-2013). International Summit on the Teaching Profession, Amsterdam. 2013 International Summit on the Teaching Profession (participating in a conference, workshop, ...).
2024

Calor, S. M. (2024). Scaffolding small groups’ mathematics learning. [Thesis, externally prepared, Universiteit van Amsterdam]. [details]
Downloads
Thesis (complete) (embargo until 10 April 2026)
Front matter
Chapter 1: General introduction
Chapter 2: “Let us discuss math”: Effects of shift-problem lessons on mathematical discussions and level raising in early algebra
Chapter 3: Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions
Chapter 4: Improving the quality of mathematical discussions: The impact of small-group scaffolding
Chapter 5: Small-group scaffolding in seventh-grade early algebra lessons: Level raising and the mediating role of the quality of mathematical discussions (embargo until 10 April 2026)
Chapter 6: Conclusions and discussion
References; Appendices; Summary; Samenvatting; Contributions of authors; Related publications and presentations; About the author; Dankwoord
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Nevenwerkzaamheden
- Vrije Universiteit Amsterdam
  Vakdidacticus Wiskunde

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Dr. S.M. (Sharon) Calor

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