Search results for author:"Wim Van Dooren"
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To add or to multiply? An investigation of the role of preference in children's solutions of word problems
Tine Degrande; Lieven Verschaffel; Wim Van Dooren
Learning and Instruction Vol. 61, No. 1 (June 2019) pp. 60–71
Previous research has shown that upper primary school children frequently erroneously solve additive word problems multiplicatively, while younger children frequently erroneously solve multiplicative word problems additively. It has been suggested...
Language: English
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Upper elementary school children’s understanding and solution of a quantitative problem inside and outside the mathematics class
Tinne Dewolf; Wim Van Dooren; Lieven Verschaffel
Learning and Instruction Vol. 21, No. 6 (December 2011) pp. 770–780
We confronted 151, 5th and 6th elementary grade pupils with a quantitative problem in a mathematics or religion class, to examine the influence of the context on pupils’ understanding and solution of such problems inside and outside the mathematics...
Language: English
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The natural number bias and magnitude representation in fraction comparison by expert mathematicians
Andreas Obersteiner; Wim Van Dooren; Jo Van Hoof; Lieven Verschaffel
Learning and Instruction Vol. 28, No. 1 (December 2013) pp. 64–72
When school students compare the numerical values of fractions, they have frequently been found to be biased by the natural numbers involved (e.g., to believe that 1/4 > 1/3 because 4 > 3), thereby considering fractions componentially as two natural ...
Language: English
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In search for the natural number bias in secondary school students' interpretation of the effect of arithmetical operations
Jo Van Hoof; Jolien Vandewalle; Lieven Verschaffel; Wim Van Dooren
Learning and Instruction Vol. 37, No. 1 (June 2015) pp. 30–38
Although rational numbers are an essential part of mathematical literacy, they cause many difficulties for students. A major cause is the natural number bias. We examined this natural number bias in secondary school students in two related studies....
Language: English
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What Counts as a Flexible Representational Choice? An Evaluation of Students' Representational Choices to Solve Linear Function Problems
Ana Acevedo Nistal; Wim Van Dooren; Lieven Verschaffel
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 6 (November 2012) pp. 999–1019
This study evaluated students' representational choices while they solved linear function problems. Eighty-six secondary-school students solved problems under one choice condition, where they chose a table, a formula, or both to solve each problem,...
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Do Students Attend to Representational Illustrations of Non-Standard Mathematical Word Problems, And, if So, How Helpful Are They?
Tinne Dewolf; Wim Van Dooren; Frouke Hermens; Lieven Verschaffel
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 1 (January 2015) pp. 147–171
During the last two decades various researchers confronted upper elementary and lower secondary school pupils with word problems that were problematic from a realistic modelling point of view (so-called P-items), and found that pupils in general did ...
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The heuristic interpretation of box plots
Stephanie Lem; Patrick Onghena; Lieven Verschaffel; Wim Van Dooren
Learning and Instruction Vol. 26, No. 1 (August 2013) pp. 22–35
Box plots are frequently used, but are often misinterpreted by students. Especially the area of the box in box plots is often misinterpreted as representing number or proportion of observations, while it actually represents their density. In a first ...
Language: English
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Remedying secondary school students’ illusion of linearity: a teaching experiment aiming at conceptual change
Wim Van Dooren; Dirk De Bock; An Hessels; Dirk Janssens; Lieven Verschaffel
Learning and Instruction Vol. 14, No. 5 pp. 485–501
Already at a very young age, children experience the wide applicability and intrinsic simplicity of linear/proportional relations. In primary and secondary school mathematics education, moreover, extensive attention is paid to this type of relations....
Language: English
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Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers
Fien Depaepe; Joke Torbeyns; Nathalie Vermeersch; Dirk Janssens; Rianne Janssen; Geert Kelchtermans; Lieven Verschaffel; Wim Van Dooren
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 47, No. 1 (April 2015) pp. 82–92
Rational numbers are amongst the most difficult topics in the elementary and secondary school curriculum and teaching them requires an appropriate knowledge base of teachers to properly deal with students' difficulties. We investigated prospective...
Language: English