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Jo van hoof
Jo van hoof
Verified email at ppw.kuleuven.be
Title
Cited by
Cited by
Year
The natural number bias and magnitude representation in fraction comparison by expert mathematicians
A Obersteiner, W Van Dooren, J Van Hoof, L Verschaffel
Learning and Instruction 28, 64-72, 2013
2302013
Are secondary school students still hampered by the natural number bias? A reaction time study on fraction comparison tasks
J Van Hoof, T Lijnen, L Verschaffel, W Van Dooren
Research in Mathematics Education 15 (2), 154-164, 2013
1112013
Inappropriately applying natural number properties in rational number tasks: Characterizing the development of the natural number bias through primary and secondary education
J Van Hoof, L Verschaffel, W Van Dooren
Educational Studies in Mathematics 90, 39-56, 2015
872015
In search for the natural number bias in secondary school students' interpretation of the effect of arithmetical operations
J Van Hoof, J Vandewalle, L Verschaffel, W Van Dooren
Learning and Instruction 37, 30-38, 2015
822015
Towards a mathematically more correct understanding of rational numbers: A longitudinal study with upper elementary school learners
J Van Hoof, T Degrande, E Ceulemans, L Verschaffel, W Van Dooren
Learning and Individual Differences 61, 99-108, 2018
752018
Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument
J Van Hoof, R Janssen, L Verschaffel, W Van Dooren
ZDM 47, 849-857, 2015
582015
Who can escape the natural number bias in rational number tasks? A study involving students and experts
A Obersteiner, JV Hoof, L Verschaffel, WV Dooren
British Journal of Psychology 107 (3), 537-555, 2016
542016
The role of rational number density knowledge in mathematical development
J McMullen, J Van Hoof
Learning and Instruction 65, 101228, 2020
302020
THE RELATION BETWEEN LEARNERS'SPONTANEOUS FOCUSING ON QUANTITATIVE RELATIONS AND THEIR RATIONAL NUMBER KNOWLEDGE
J Van Hoof, T Degrande, J McMullen, M Hannula-Sormunen, E Lehtinen, ...
Studia Psychologica 58 (2), 156, 2016
292016
Profiles of rational number knowledge in Finnish and Flemish students–A multigroup latent class analysis
J McMullen, J Van Hoof, T Degrande, L Verschaffel, W Van Dooren
Learning and Individual Differences 66, 70-77, 2018
272018
Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies
G Bojorque, J Torbeyns, J Van Hoof, D Van Nijlen, L Verschaffel
Early Childhood Research Quarterly 44, 231-241, 2018
262018
Intuitive errors in learners’ fraction understanding: A dual-process perspective on the natural number bias
J Van Hoof, L Verschaffel, W De Neys, W Van Dooren
Memory & Cognition 48, 1171-1180, 2020
252020
Various ways to determine rational number size: an exploration across primary and secondary education
JM González-Forte, C Fernández, J Van Hoof, W Van Dooren
European Journal of Psychology of Education 35 (3), 549-565, 2020
252020
Number sense in the transition from natural to rational numbers
J Van Hoof, L Verschaffel, W Van Dooren
British Journal of Educational Psychology 87 (1), 43-56, 2017
252017
The transition from natural to rational number knowledge
J Van Hoof, X Vamvakoussi, W Van Dooren, L Verschaffel
Acquisition of complex arithmetic skills and higher-order mathematics …, 2017
242017
Open word problems: taking the additive or the multiplicative road?
T Degrande, J Van Hoof, L Verschaffel, W Van Dooren
ZDM 50, 91-102, 2018
212018
How robust are learners’ misconceptions of fraction magnitude? An intervention study comparing the use of refutation and expository text
J Van Hoof, AS Engelen, W Van Dooren
Educational Psychology 41 (5), 524-543, 2021
142021
The natural number bias and its role in rational number understanding in children with dyscalculia. Delay or deficit?
J Van Hoof, L Verschaffel, P Ghesquière, W Van Dooren
Research in Developmental Disabilities 71, 181-190, 2017
142017
Influencia del nivel socioeconómico en el desarrollo de las competencias numéricas de los niños ecuatorianos de jardín infantil
G Bojorque, J Torbeyns, JV Hoof, DV Nijlen, L Verschaffel
Perfiles educativos 41 (166), 90-104, 2019
132019
Understanding rational numbers–Obstacles for learners with and without mathematical learning difficulties
A Obersteiner, K Reiss, W Van Dooren, J Van Hoof
International handbook of mathematical learning difficulties: From the …, 2019
122019
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