Recente publicaties
- launch De Keersmaeker, K., Van Hoof, J., Van Dooren, W. (2023). The relationship between primary school children’s inhibition and the processing of rational numbers. European Journal Of Psychology Of Education, 38 (4), 1527-1549. doi: 10.1007/s10212-022-00669-y via repository
- launch De Keersmaeker, K., Van Dooren, W., Van Hoof, J. (2023). Inhibition in the processing of rational numbers: A correlational study with fifth graders. Presented at the The European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece, 22 Aug 2023-26 Aug 2023.
- launch Gabriel, F., Van Hoof, J., Gómez, D.M., Van Dooren, W. (2023). Obstacles in the development of the understanding of fractions. In: Mathematical cognition and understanding. Perspectives on mathematical minds in the elementary and middle school years, (209-225). Springer Cham. ISBN: 978-3-031-29195-1. doi: 10.1007/978-3-031-29195-1_11
- launch González-Forte, J.M., Fernández, C., Vamvakoussi, X., Van Hoof, J., Van Dooren, W. (2023). Revealing modes of knowing about density. In: M. Ayalon, B. Koichu, R. Leikin, L. Rubel, M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education: vol. 2, (395-402). Presented at the 46th Conference of the International Group for the Psychology of Mathematics Education, Haifa, Israel, 16 Jul 2023-21 Jul 2023. ISBN: 978-965-93112-1-7. via repository
- launch González‑Forte, J.M., Fernández, C., Van Hoof, J., Van Dooren, W. (2022). Incorrect ways of thinking about the size of fractions. International Journal Of Science And Mathematics Education. doi: 10.1007/s10763-022-10338-7 via repository
- launch González-Forte, J.M., Fernández, C., Van Hoof, J., Van Dooren, W. (2022). Profiles in understanding the density of rational numbers among primary and secondary school students. Avances de Investigación en Educación Matemática, 2022 (22), 47-70. doi: 10.35763/aiem22.4034 via repository
- launch Lau, N.T T., Wilkey, E.D., Soltanlou, M., Lagacé Cusiac, R., Peters, L., Tremblay, P., Goffin, C., Isabella, S.A., Ribner, A.D., Thompson, C., Van Hoof, J., Bahnmueller, J., Alvarez, A., Bellon, E., Coolen, I., Ollivier, F., Ansari, D. (2022). Numeracy and COVID-19: examining interrelationships between numeracy, health numeracy and behaviour. Royal Society Open Science, 9, 201303-201303. doi: 10.1098/rsos.201303 via repository
- launch González-Forte, J.M., Fernández, C., Van Hoof, J., Van Dooren, W. (2022). Profiles in understanding operations with rational numbers. Mathematical Thinking And Learning, 24 (3), 230-247. doi: 10.1080/10986065.2021.1882287 via repository
- launch Bojorque, G., Torbeyns, J., Van Hoof, J., Van Nijlen, D., Verschaffel, L. (2021). Competencias numéricas tempranas de niños Ecuatorianos: Diferencias entre tipos de escuelas. Cadernos de Pesquisa, 51, Art.No. e06902, 1-15. doi: 10.1590/198053146902 via repository
- launch Van Hoof, J., Engelen, A-S., Van Dooren, W. (2021). How robust are learners’ misconceptions of fraction magnitude? An intervention study comparing the use of refutation and expository text. Educational Psychology, 1-20. doi: 10.1080/01443410.2021.1908521 via repository