Lieven Verschaffel

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Wim Van DoorenKU LeuvenCorreu electrònic verificat a kuleuven.be
Bert De SmedtFull professor, Faculty of Psychology and Educational Sciences, University of LeuvenCorreu electrònic verificat a ppw.kuleuven.be
Dirk De BockKU LeuvenCorreu electrònic verificat a kuleuven.be
Pol GhesquièreProfessor KU LeuvenCorreu electrònic verificat a kuleuven.be
Patrick OnghenaProfessor of Methodology and Statistics, Katholieke Universiteit LeuvenCorreu electrònic verificat a kuleuven.be
Jo van hoofKU LeuvenCorreu electrònic verificat a ppw.kuleuven.be
Stephanie LemKU LeuvenCorreu electrònic verificat a ppw.kuleuven.be
Sanne RathéPhD researcher, KU LeuvenCorreu electrònic verificat a kuleuven.be
Santiago Vicente MartínUniversidad de SalamancaCorreu electrònic verificat a usal.es
Minna Hannula-SormunenUniversity of TurkuCorreu electrònic verificat a utu.fi
Josetxu ORRANTIAUniversidad de SalamancaCorreu electrònic verificat a usal.es
Geraldine ClareboutMaastricht University - School of Health Professions Education (SHE)Correu electrònic verificat a maastrichtuniversity.nl
Bert ReynvoetKU LeuvenCorreu electrònic verificat a kuleuven.be
Kaat WilsResearch Group Cultural History since 1750, KU LeuvenCorreu electrònic verificat a arts.kuleuven.be
Michael SchneiderProfessor for Educational Psychology, Trier UniversityCorreu electrònic verificat a uni-trier.de
Jon StarProfessor, Harvard Graduate School of EducationCorreu electrònic verificat a harvard.edu
DAVID MÚÑEZNational Institute of Education. Nanyang Technological University (NTU), SingaporeCorreu electrònic verificat a nie.edu.sg
Andreas ObersteinerTechnical University of MunichCorreu electrònic verificat a tum.de
Joost LowyckCentre for Instructional psychology and technology (CIP&T), Leuven UniversityCorreu electrònic verificat a kuleuven.be
Xenia VamvakoussiUniversity of IoanninaCorreu electrònic verificat a uoi.gr

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Lieven Verschaffel

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Correu electrònic verificat a kuleuven.be


Títol Ordena per cites Ordena per any Ordena per títol	Citada per Citada per	Any
Making sense of word problems L Verschaffel, B Greer, E De Corte Lisse, The Netherlands 224, 224, 2000	1586	2000
Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research F Depaepe, L Verschaffel, G Kelchtermans Teaching and teacher education 34, 12-25, 2013	971	2013
Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade B De Smedt, R Janssen, K Bouwens, L Verschaffel, B Boets, ... Journal of experimental child psychology 103 (2), 186-201, 2009	625	2009
Realistic considerations in mathematical modeling of school arithmetic word problems L Verschaffel, E De Corte, S Lasure Learning and instruction 4 (4), 273-294, 1994	618	1994
Learning to solve mathematical application problems: A design experiment with fifth graders L Verschaffel, E De Corte, S Lasure, G Van Vaerenbergh, H Bogaerts, ... Mathematical thinking and learning 1 (3), 195-229, 1999	603	1999
Framing students’ mathematics-related beliefs: A quest for conceptual clarity and a comprehensive categorization P Op’t Eynde, E De Corte, L Verschaffel Beliefs: A hidden variable in mathematics education?, 13-37, 2002	594	2002
Whole number concepts and operations L Verschaffel, B Greer, E De Corte Information Age Publishing; Charlotte, NC, 2007	577	2007
The predictive value of numerical magnitude comparison for individual differences in mathematics achievement B De Smedt, L Verschaffel, P Ghesquière Journal of experimental child psychology 103 (4), 469-479, 2009	564	2009
Mathematics teaching and learning E De Corte, B Greer, L Verschaffel Handbook of educational psychology 1, 491-549, 1996	514	1996
Influence of rewording verbal problems on children's problem representations and solutions. E De Corte, L Verschaffel, L De Win Journal of educational psychology 77 (4), 460, 1985	487	1985
Word problems in mathematics education: A survey L Verschaffel, S Schukajlow, J Star, W Van Dooren Zdm 52, 1-16, 2020	448	2020
Self-regulation: A characteristic and a goal of mathematics education E De Corte, L Verschaffel, P Op't Eynde Handbook of self-regulation, 687-726, 2000	440	2000
Conceptualizing, investigating, and enhancing adaptive expertise in elementary mathematics education L Verschaffel, K Luwel, J Torbeyns, W Van Dooren European Journal of Psychology of Education 24, 335-359, 2009	419	2009
The effect of semantic structure on first graders' strategies for solving addition and subtraction word problems E De Corte, L Verschaffel Journal for research in mathematics education 18 (5), 363-381, 1987	401	1987
Teaching realistic mathematical modeling in the elementary school: A teaching experiment with fifth graders L Verschaffel, E De Corte Journal for Research in mathematics education 28 (5), 577-601, 1997	400	1997
Extending the conceptual change approach to mathematics learning and teaching. S Vosniadou, L Verschaffel Elsevier Science, 2004	381	2004
Pre-service teachers' conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems L Verschaffel, E De Corte, I Borghart Learning and Instruction 7 (4), 339-359, 1997	320	1997
“Accepting emotional complexity”: A socio-constructivist perspective on the role of emotions in the mathematics classroom PO Eynde, ED Corte, L Verschaffel Educational Studies in Mathematics 63, 193-207, 2006	313	2006
Improper use of linear reasoning: An in-depth study of the nature and the irresistibility of secondary school students' errors D De Bock, W Van Dooren, D Janssens, L Verschaffel Educational studies in mathematics 50, 311-334, 2002	305	2002
Not everything is proportional: Effects of age and problem type on propensities for overgeneralization W Van Dooren, D De Bock, A Hessels, D Janssens, L Verschaffel Cognition and instruction 23 (1), 57-86, 2005	300	2005

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