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
#1Jo Van Hoof (Katholieke Universiteit Leuven)H-Index: 9
#2Rianne Janssen (Katholieke Universiteit Leuven)H-Index: 15
Last. Wim Van Dooren (Katholieke Universiteit Leuven)H-Index: 29
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While understanding rational numbers forms an essential part of mathematical literacy, research has repeatedly shown that they form a stumbling block in education. A big source of difficulty is the inappropriate application of natural number knowledge. The research literature points at three main aspects where natural number knowledge is inappropriately applied: density, operations, and size. While there are numerous test instruments to assess each of these aspects, none of them combines all asp...
Source
#5Lieven VerschaffelH-Index: 10
#1Jo Van HoofH-Index: 9
#2Lieven VerschaffelH-Index: 70
Last. Wim Van DoorenH-Index: 29
view all 3 authors...
#2Lieven VerschaffelH-Index: 10
#3Lieven VerschaffelH-Index: 10
#3Lieven VerschaffelH-Index: 10
#1Andreas Obersteiner (TUM: Technische Universität München)H-Index: 10
#2Wim Van Dooren (Katholieke Universiteit Leuven)H-Index: 29
Last. Lieven Verschaffel (Katholieke Universiteit Leuven)H-Index: 70
view all 4 authors...
Abstract 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 numbers rather than holistically as one number. Adult studies have suggested that intuitive processes could be the source of this bias, but also that adults are able to activate holistic rather than componential mental representations of fra...
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#1Jo Van Hoof (Katholieke Universiteit Leuven)H-Index: 9
#2Tristan Lijnen (Katholieke Universiteit Leuven)H-Index: 2
Last. Wim Van Dooren (Katholieke Universiteit Leuven)H-Index: 29
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Rational numbers and particularly fractions are difficult for students. It is often claimed that the ‘natural number bias’ underlies erroneous reasoning about rational numbers. This cross-sectional study investigated the natural number bias in first and fifth year secondary school students. Relying on dual process theory assumptions that differentiate between intuitive and analytic processes, we measured accuracies and reaction times on fraction comparison tasks. Half of the items were congruent...
Source
#1Andreas ObersteinerH-Index: 10
#2Jo Van HoofH-Index: 9
Last. Lieven VerschaffelH-Index: 70
view all 3 authors...
#2Lieven VerschaffelH-Index: 10
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