Jo Van Hoof
Biographic Data
| ID | 3654989 |
|---|---|
| NAME | Jo Van Hoof |
| GIVEN NAMES | Jo |
| FAMILY NAME | Van Hoof |
| SIGNATURE | VAN HOOF J |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0003-4752-6221 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
When “one, two, three” gains ordinal meaning
4.08 years; 51% boys, 49% girls) using a task in which children ordered sets of items from least to most. Growth mixture modeling revealed varying rates of development in numerical ordering skills. Steep development in numerical ordering skills was associated with higher cardinality skills and number sequence production. Video analysis showed that mainly children who performed well in numerical ordering tasks used their knowledge of the number se…
How do different executive function components contribute to children's academic skills
Not realizing that you don't know
BACKGROUND: Research has shown that mathematics anxiety negatively correlates with primary school mathematics performance, including fraction knowledge. However, recently no significant correlation was found between fraction arithmetic performance and state anxiety measured after the fraction task. One possible explanation is the natural number bias (NNB), a tendency to apply natural number reasoning in fraction tasks, even when this is inappropr…
The relationship between primary school children’s inhibition and the processing of rational numbers
Influencia del nivel socioeconómico en el desarrollo de las competencias numéricas de los niños ecuatorianos de jardín infantil
El objetivo del presente estudio fue examinar la influencia del nivel socioeconómico de los niños de jardín infantil en el desarrollo de sus habilidades numéricas tempranas y su enfoque espontáneo en el número (SFON), después de controlar por variables cognitivas de dominio general, como inteligencia y memoria de trabajo, y por edad. Al iniciar el jardín infantil, 355 niños y niñas resolvieron una batería de pruebas para evaluar sus habilidades n…
Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies
Number sense in the transition from natural to rational numbers
BackgroundRational numbers are of critical importance both in mathematics and in other fields of science. However, they form a stumbling block for learners. One widely known source of the difficulty learners have with rational numbers is the natural number bias, that is the tendency to (inappropriately) apply natural number properties in rational number tasks. Still, it has been shown that a good understanding of natural numbers is highly predict…
Who can escape the natural number bias in rational number tasks? A study involving students and experts
Many learners have difficulties with rational number tasks because they persistently rely on their natural number knowledge, which is not always applicable. Studies show that such a natural number bias can mislead not only children but also educated adults. It is still unclear whether and under what conditions mathematical expertise enables people to be completely unaffected by such a bias on tasks in which people with less expertise are clearly …
Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies
Number sense in the transition from natural to rational numbers
BackgroundRational numbers are of critical importance both in mathematics and in other fields of science. However, they form a stumbling block for learners. One widely known source of the difficulty learners have with rational numbers is the natural number bias, that is the tendency to (inappropriately) apply natural number properties in rational number tasks. Still, it has been shown that a good understanding of natural numbers is highly predict…
Who can escape the natural number bias in rational number tasks? A study involving students and experts
Many learners have difficulties with rational number tasks because they persistently rely on their natural number knowledge, which is not always applicable. Studies show that such a natural number bias can mislead not only children but also educated adults. It is still unclear whether and under what conditions mathematical expertise enables people to be completely unaffected by such a bias on tasks in which people with less expertise are clearly …
Number sense in the transition from natural to rational numbers
BackgroundRational numbers are of critical importance both in mathematics and in other fields of science. However, they form a stumbling block for learners. One widely known source of the difficulty learners have with rational numbers is the natural number bias, that is the tendency to (inappropriately) apply natural number properties in rational number tasks. Still, it has been shown that a good understanding of natural numbers is highly predict…
Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies
Influencia del nivel socioeconómico en el desarrollo de las competencias numéricas de los niños ecuatorianos de jardín infantil
El objetivo del presente estudio fue examinar la influencia del nivel socioeconómico de los niños de jardín infantil en el desarrollo de sus habilidades numéricas tempranas y su enfoque espontáneo en el número (SFON), después de controlar por variables cognitivas de dominio general, como inteligencia y memoria de trabajo, y por edad. Al iniciar el jardín infantil, 355 niños y niñas resolvieron una batería de pruebas para evaluar sus habilidades n…
The relationship between primary school children’s inhibition and the processing of rational numbers
Not realizing that you don't know
BACKGROUND: Research has shown that mathematics anxiety negatively correlates with primary school mathematics performance, including fraction knowledge. However, recently no significant correlation was found between fraction arithmetic performance and state anxiety measured after the fraction task. One possible explanation is the natural number bias (NNB), a tendency to apply natural number reasoning in fraction tasks, even when this is inappropr…
How do different executive function components contribute to children's academic skills
When “one, two, three” gains ordinal meaning
4.08 years; 51% boys, 49% girls) using a task in which children ordered sets of items from least to most. Growth mixture modeling revealed varying rates of development in numerical ordering skills. Steep development in numerical ordering skills was associated with higher cardinality skills and number sequence production. Video analysis showed that mainly children who performed well in numerical ordering tasks used their knowledge of the number se…
Cognitive and developmental aspects of mathematical skills (8 works) · Mathematics Education and Teaching Techniques (6 works) · Psychology (6 works) · Computer Science (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Developmental psychology (3 works) · Mathematics (3 works) · Mathematics education (3 works) · Natural number (3 works)