Jo Van Hoof
Katholieke Universiteit Leuven
Primary educationFraction (mathematics)IntuitionDevelopmental psychologyMathematics educationPsychologyNumerosity adaptation effectCognitionNumber senseCognitive psychologyNatural numberAlgebraic expressionStructure (mathematical logic)PedagogyDevelopment (topology)Test (assessment)Conceptual changeWhole NumberSecondary educationMathematicsComputer scienceNumerical cognitionRational numberNumeracyDecimalNatural (music)Arithmetic
49Publications
9H-index
365Citations
Publications 49
Newest
#2Joke TorbeynsH-Index: 22
#3Jo Van HoofH-Index: 9
Last. Lieven Verschaffel (Katholieke Universiteit Leuven)H-Index: 71
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#1Jo Van Hoof (Katholieke Universiteit Leuven)H-Index: 9
#2Anne-Sophie Engelen (Katholieke Universiteit Leuven)
Last. Wim Van Dooren (Katholieke Universiteit Leuven)H-Index: 27
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Although a good rational number understanding is of crucial importance for learners’ general maths achievement, many learners have misconceptions about fractions. An often described misconception i...
1 CitationsSource
#1Jo Van HoofH-Index: 9
#2Eva CeulemansH-Index: 27
Last. Wim Van DoorenH-Index: 27
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#1Juan Manuel González-Forte (University of Alicante)H-Index: 2
#2Ceneida Fernández (University of Alicante)H-Index: 9
Last. Wim Van Dooren (Katholieke Universiteit Leuven)H-Index: 27
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Students often show difficulties in understanding rational numbers. Often, these are related to the natural number bias, that is, the tendency to apply the properties of natural numbers to rational...
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#1Gina BojorqueH-Index: 5
#2Joke TorbeynsH-Index: 22
Last. Lieven VerschaffelH-Index: 71
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The aim of this study was to examine the early numerical skills of 355 Ecuadorian children at the beginning of kindergarten, considering the type of school they attend. The children solved a test of early numerical skills and one of spontaneous focus on numerosity. The results revealed a low level of early numerical skills and spontaneous focus on numerosity. Children who attend private schools outperformed their counterparts in rural public schools in their early numerical skills, but not in th...
#1Jo Van Hoof (Katholieke Universiteit Leuven)H-Index: 9
#2Lieven Verschaffel (Katholieke Universiteit Leuven)H-Index: 71
Last. Wim Van Dooren (Katholieke Universiteit Leuven)H-Index: 27
view all 4 authors...
Although a good rational number understanding is very important, many learners struggle to understand fractions. Recent research attributes many of these difficulties to the natural number bias - the tendency to apply natural number features in rational number tasks where this is inappropriate. Previous correlational dual process studies found evidence for the intuitive nature of the natural number bias in learners' response latencies. However, the reported correlations do not ascertain the caus...
2 CitationsSource
#1Juan Manuel González-Forte (University of Alicante)H-Index: 2
#2Ceneida Fernández (University of Alicante)H-Index: 9
Last. Wim Van Dooren (Katholieke Universiteit Leuven)H-Index: 27
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Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is students’ tendency to apply the properties of natural numbers (inappropriately) when they are working with rational numbers (a phenomenon called natural number bias). Focusing on rational number comparison tasks, recent research has shown that other incorrect strategies such as gap thinking or reverse bias can also explain these difficulties. The prese...
2 CitationsSource
#1Konstantinos P. Christou (UoWM: University of Western Macedonia)H-Index: 6
#2Courtney Pollack (MIT: Massachusetts Institute of Technology)H-Index: 6
Last. Wim Van Dooren (Katholieke Universiteit Leuven)H-Index: 27
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When reasoning about numbers, students are susceptible to a natural number bias (NNB): When reasoning about non-natural numbers they use properties of natural numbers that do not apply. The present study examined the NNB when students are asked to evaluate the validity of algebraic equations involving multiplication and division, with an unknown, a given operand, and a given result; numbers were either small or large natural numbers, or decimal numbers (e.g., 3 × _ = 12, 6 × _ = 498, 6.1 × _ = 1...
1 CitationsSource
#1Jake McMullen (UTU: University of Turku)H-Index: 13
#2Jo Van Hoof (Katholieke Universiteit Leuven)H-Index: 9
Abstract Many students still have not developed a robust understanding of rational number concepts at the end of primary school, despite several years of instruction on the topic. The present study aims to examine the patterns, predictors, and outcomes of the development of rational number knowledge in lower secondary school. Latent transition analysis revealed that rational number development from primary to lower secondary school (N = 362) appears to follow similar patterns as in younger stude...
6 CitationsSource
The home numeracy questionnaire (HNQ) developed by LeFevre et al. (2009) is a self-report instrument to assess the home numeracy of young children. In this questionnaire, young children’s parents have to indicate how often their child participates both in direct (e.g., counting down: 10, 9, 8, …) and indirect numeracy activities (e.g., playing board games with die or spinner). Based on a principal component analysis, LeFevre and colleagues found a four factor structure of the HNQ. Using a sample...
1 CitationsSource