Kees van Putten
- Name
- Dr. C.M. van Putten
- Telephone
- +31 71 527 2727
- putten@fsw.leidenuniv.nl
Dr. Cornelis M. van Putten (1951) is (retired) assistant professor in psychology at the Faculty of Social and Behavioural Sciences of Leiden University. His research focuses on the application of psychometrics and multivariate analysis on solution strategy and achievement data in large-scale assessments for mathematics education.
- Faculteit der Sociale Wetenschappen
- Instituut Psychologie
- Methodologie & Statistiek
- Fagginger Auer M.F., Hickendorff M. & Van Putten C.M. (2018), Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems, Frontiers in Psychology 9: e1644.
- Fagginger Auer M.F., Hickendorff M. & Van Putten C.M. (2016), Solution strategies and adaptivity in multidigit division in a choice/nochoice experiment: Student and instructional factors, Learning and Instruction 41: 52-59.
- Fagginger Auer M.F., Hickendorff M., Putten C.M. van, Béguin A.A. & Heiser W.J. (2016), Multilevel latent class analysis for large-scale educational assessment data: Exploring the relation between the curriculum and students' mathematical strategies, Applied Measurement in Education 29(2): 144-159.
- Fagginger Auer M.F., Hickendorff M. & Van Putten C.M. (2015), Strategiegebruik bij rekenen afleiden uit het schriftelijk werk van basisschoolleerlingen, Pedagogische Studien 92(1): 9-23.
- Rocha Lopes D., Van Putten C.M. & Moormann P.P. (2015), The impact of parental styles on the development of psychological complaints, Europe's Journal of Psychology 11(1): 155-168.
- Fagginger Auer M.F., Hickendorff M. & Van Putten C.M. (2013), Strategiegebruik bij het oplossen van vermenigvuldig- en deelopgaven. In: Scheltens F., Hemker B. & Vermeulen J. (Eds.), Balans van het reken-wiskundeonderwijs aan het einde van de basisschool 5 158-167.
- Van Putten C.M. & Hickendorff M. (2010), Strijd over het rekenonderwijs of inzicht in de rekenproblematiek? Een commentaar op de reactie van van den Heuvel-Panhuizen en Treffers, Tijdschrift voor Orthopedagogiek 49(2): 68-70.
- Hickendorff M., Van Putten C.M., Verhelst N.D. & Heiser W.J. (2010), Individual differences in strategy use on division problems: Mental versus written computation, Journal of Educational Psychology 102(2): 438-452.
- Hickendorff M., Heiser W.J., Van Putten C.M. & Verhelst N.D. (2009), How to measure and explain achievement change in large-scale assessments: A rejoinder, Psychometrika 74: 367-374.
- Hickendorff M., Heiser W.J., Van Putten C.M. & Verhelst N.D. (2008), Clustering nominal data with equivalent categories, Behaviormetrika 35(1): 35-54.
- Van Putten C.M., Rademakers S., Beishuizen M. & Janssen J.J. (2004), Solution strategies for long division in Dutch primary schools. Beijing, China: Leiden University/Citogroep, Arnhem. [other].
- Seegers G.H.J., Van Putten C.M. & Vermeer H.J. (2004), Effects of causal attributions following mathematics tasks on student cognitions about a subsequent task, The Journal of Experimental Education 72: 307-328.
- Engels G.I., Duijsens I.J., Haringsma R. & Van Putten C.M. (2003), Personality disorders in the elderly compared to four younger age groups: A cross-sectional study of community residents and mental health patients, Journal of Personality Disorders 17: 447-459.
- Seegers G.H.J., Putten C.M. van & Brabander C.J. de (2002), Goal orientation, perceived task outcome and task demands in mathematic tasks: Effects on students' attitude in actual task settings, British Journal of Educational Psychology 72: 365-384.