Wim Van Dooren
Biographic Data
| ID | 3655487 |
|---|---|
| NAME | Wim Van Dooren |
| GIVEN NAMES | Wim |
| FAMILY NAME | Van Dooren |
| SIGNATURE | VAN DOOREN W |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0001-5002-4340 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From replication to extension: Unveiling student profiles in fraction comparison tasks
The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment
How can eye-tracking data be used to understand cognitive processes when comparing data sets with box plots
Tasks in which learners are asked to compare two data sets using box plots and decide which distribution contains more observations above a given threshold have already been investigated in research. There are indications that these tasks are solved schema-based and that different (correct and erroneous) schemas are used depending on the arrangement of the quartiles around the threshold. Erroneous schemas can cause systematic errors and are often…
Stimulating early proportional reasoning: An intervention study in second graders
The relation between proportional vocabulary and proportional reasoning abilities in young children
The relationship between primary school children’s inhibition and the processing of rational numbers
The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds
status: Published
A word about probability: Do general and specific vocabulary knowledge predict probabilistic reasoning in young children
Word problems in mathematics education: A survey
The importance of specific mathematical language for early proportional reasoning
Beyond small, medium, or large: Points of consideration when interpreting effect sizes
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 …
Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers
The Relationship between Students’ Problem Posing and Problem Solving Abilities and Beliefs: A Small-Scale Study with Chinese Elementary School Children
Encyclopedia of the Sciences of Learning
Dual Processes in the Psychology of Mathematics Education and Cognitive Psychology
Research in the psychology of mathematics education has been confronted with the fact that people blatantly fail to solve tasks they are supposed to be able to solve correctly given their available domain-specific knowledge and skills. Also researchers in cognitive psychology have encountered such phenomena. In this paper, theories that have been developed in both fields to account for these findings are discussed. After giving a summary of the s…
Utilizar las matemáticas para resolver problemas reales
En este trabajo de revisión se analizan las razones por las que los alumnos no son capaces de resolver problemas realistas utilizando conocimientos no matemáticos. Para ello se describen, en primer lugar, las investigaciones internacionales que han documentado estas dificultades en la resolución de problemas realistas. En segundo lugar, se describe cómo los libros de texto y la cultura del aula favorecen que los niños vayan aprendiendo de manera …
Pupils' over‐reliance on linearity: A scholastic effect
Background. From upper elementary education on, children develop a tendency to over‐use linearity. Particularly, it is found that many pupils assume that if a figure enlarges k times, the area enlarges k times too. However, most research was conducted with traditional, school‐like word problems. Aims. This study examines whether pupils also over‐use linearity if non‐linear problems are embedded in meaningful, authentic performance tasks instead o…
Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers
The importance of specific mathematical language for early proportional reasoning
The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment
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…
Utilizar las matemáticas para resolver problemas reales
En este trabajo de revisión se analizan las razones por las que los alumnos no son capaces de resolver problemas realistas utilizando conocimientos no matemáticos. Para ello se describen, en primer lugar, las investigaciones internacionales que han documentado estas dificultades en la resolución de problemas realistas. En segundo lugar, se describe cómo los libros de texto y la cultura del aula favorecen que los niños vayan aprendiendo de manera …
Pupils' over‐reliance on linearity: A scholastic effect
Background. From upper elementary education on, children develop a tendency to over‐use linearity. Particularly, it is found that many pupils assume that if a figure enlarges k times, the area enlarges k times too. However, most research was conducted with traditional, school‐like word problems. Aims. This study examines whether pupils also over‐use linearity if non‐linear problems are embedded in meaningful, authentic performance tasks instead o…
Pupils' over‐reliance on linearity: A scholastic effect
Background. From upper elementary education on, children develop a tendency to over‐use linearity. Particularly, it is found that many pupils assume that if a figure enlarges k times, the area enlarges k times too. However, most research was conducted with traditional, school‐like word problems. Aims. This study examines whether pupils also over‐use linearity if non‐linear problems are embedded in meaningful, authentic performance tasks instead o…
Utilizar las matemáticas para resolver problemas reales
En este trabajo de revisión se analizan las razones por las que los alumnos no son capaces de resolver problemas realistas utilizando conocimientos no matemáticos. Para ello se describen, en primer lugar, las investigaciones internacionales que han documentado estas dificultades en la resolución de problemas realistas. En segundo lugar, se describe cómo los libros de texto y la cultura del aula favorecen que los niños vayan aprendiendo de manera …
Dual Processes in the Psychology of Mathematics Education and Cognitive Psychology
Research in the psychology of mathematics education has been confronted with the fact that people blatantly fail to solve tasks they are supposed to be able to solve correctly given their available domain-specific knowledge and skills. Also researchers in cognitive psychology have encountered such phenomena. In this paper, theories that have been developed in both fields to account for these findings are discussed. After giving a summary of the s…
Encyclopedia of the Sciences of Learning
The Relationship between Students’ Problem Posing and Problem Solving Abilities and Beliefs: A Small-Scale Study with Chinese Elementary School Children
Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers
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…
Beyond small, medium, or large: Points of consideration when interpreting effect sizes
Word problems in mathematics education: A survey
The importance of specific mathematical language for early proportional reasoning
The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds
status: Published
A word about probability: Do general and specific vocabulary knowledge predict probabilistic reasoning in young children
The relationship between primary school children’s inhibition and the processing of rational numbers
How can eye-tracking data be used to understand cognitive processes when comparing data sets with box plots
Tasks in which learners are asked to compare two data sets using box plots and decide which distribution contains more observations above a given threshold have already been investigated in research. There are indications that these tasks are solved schema-based and that different (correct and erroneous) schemas are used depending on the arrangement of the quartiles around the threshold. Erroneous schemas can cause systematic errors and are often…
Stimulating early proportional reasoning: An intervention study in second graders
The relation between proportional vocabulary and proportional reasoning abilities in young children
The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment
From replication to extension: Unveiling student profiles in fraction comparison tasks
Cognitive and developmental aspects of mathematical skills (16 works) · Psychology (15 works) · Mathematics Education and Teaching Techniques (14 works) · Computer Science (11 works) · Mathematics education (11 works) · Mathematics (8 works) · Cognition (7 works) · Cognitive psychology (7 works) · Developmental psychology (6 works) · Linguistics (5 works)