| 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 | 247 | 2013 |
| 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 | 113 | 2013 |
| 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 | 92 | 2015 |
| 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 | 89 | 2018 |
| 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 | 85 | 2015 |
| 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 | 61 | 2016 |
| 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 | 61 | 2015 |
| The role of rational number density knowledge in mathematical development J McMullen, J Van Hoof Learning and Instruction 65, 101228, 2020 | 37 | 2020 |
| 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 | 33 | 2018 |
| 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 | 31 | 2016 |
| 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 | 29 | 2020 |
| 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 | 29 | 2017 |
| 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 | 28 | 2020 |
| 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 | 26 | 2018 |
| 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 | 26 | 2017 |
| 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 | 23 | 2018 |
| Incorrect ways of thinking about the size of fractions JM González-Forte, C Fernández, J Van Hoof, W Van Dooren International Journal of Science and Mathematics Education 21 (7), 2005-2025, 2023 | 18 | 2023 |
| Profiles in understanding operations with rational numbers JM González-Forte, C Fernández, J Van Hoof, W Van Dooren Mathematical Thinking and Learning 24 (3), 230-247, 2022 | 16 | 2022 |
| 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 | 16 | 2019 |
| 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 | 15 | 2021 |
Wim Van DoorenKU LeuvenVerified email at kuleuven.be
