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Showing 1 to 15 of 39 results Save | Export
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Verschaffel, Lieven; Lehtinen, Erno; Van Dooren, Wim – ZDM: The International Journal on Mathematics Education, 2016
In this commentary we take a critical look at the various studies being reported in this issue about the relationship between cognitive neuroscience and mathematics, from a mathematics education viewpoint. After a discussion of the individual contributions, which we have grouped into three categories--namely neuroscientific studies of (a)…
Descriptors: Neurosciences, Mathematics Education, Correlation, Scientific Research
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Van Dooren, Wim; Inglis, Matthew – ZDM: The International Journal on Mathematics Education, 2015
Inhibitory control--the ability to ignore salient but unhelpful stimuli and responses--seems to be important for learning mathematics. For instance there is now robust evidence that performance on classic measures of inhibition, such as the Stroop Task, correlate with school-level mathematics achievement. At the same time, a great deal of…
Descriptors: Inhibition, Mathematics Skills, Problem Solving, Task Analysis
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Kirschner, Paul A.; Verschaffel, Lieven; Star, Jon; Van Dooren, Wim – ZDM: The International Journal on Mathematics Education, 2017
In this interview we asked Paul A. Kirschner about his comments and reflections regarding the idea to apply cognitive psychology-based instructional design principles to mathematics education and some related issues. With a main focus on cognitive psychology, educational psychology, educational technology and instructional design, this…
Descriptors: Cognitive Psychology, Instructional Design, Mathematics Education, Educational Psychology
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Dewolf, Tinne; Van Dooren, Wim; Verschaffel, Lieven – Learning and Instruction, 2011
We confronted 151, 5th and 6th elementary grade pupils with a quantitative problem in a mathematics or religion class, to examine the influence of the context on pupils' understanding and solution of such problems inside and outside the mathematics class. Pupils were first asked to solve a problem about fair sharing either during a mathematics or…
Descriptors: Mathematical Models, Grade 5, Grade 6, Problem Solving
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Van Hoof, Jo; Janssen, Rianne; Verschaffel, Lieven; Van Dooren, Wim – ZDM: The International Journal on Mathematics Education, 2015
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…
Descriptors: Elementary School Students, Grade 4, Inhibition, Elementary School Mathematics
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Lem, Stephanie; Onghena, Patrick; Verschaffel, Lieven; Van Dooren, Wim – ZDM: The International Journal on Mathematics Education, 2017
Refutational text is one of the many instructional techniques that have been proposed to be used in education as a way to achieve effective learning. The aim of refutational text is to transform misconceptions into conceptions that are in line with current scientific concepts. This is done by explicitly stating a misconception, refuting it, and…
Descriptors: Persuasive Discourse, Mathematics Education, Teaching Methods, Misconceptions
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De Bock, Dirk; Van Dooren, Wim; Verschaffel, Lieven – International Journal of Science and Mathematics Education, 2015
We investigated students' understanding of proportional, inverse proportional, and affine functions and the way this understanding is affected by various external representations. In a first study, we focus on students' ability to model textual descriptions of situations with different kinds of representations of proportional, inverse…
Descriptors: Mathematics, Students, Mathematical Models, Logical Thinking
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Dewolf, Tinne; Van Dooren, Wim; Verschaffel, Lieven – European Journal of Psychology of Education, 2017
We investigated the effect of two visual aids in representational illustrations on pupils' realistic word problem solving. In part 1 of our study, 288 elementary school pupils received an individual paper-and-pencil task with seven problematic items (P-items) in which realistic considerations need to be made to come to an appropriate reaction.…
Descriptors: Visual Aids, Illustrations, Word Problems (Mathematics), Elementary School Students
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De Bock, Dirk; Van Dooren, Wim; Verschaffel, Lieven – Research in Science Education, 2011
In mathematics education, a vast amount of research has shown that students of different ages have a strong tendency to apply linear or proportional models anywhere, even in situations where they are not applicable. For example, in geometry it is known that many students believe that if the sides of a figure are doubled, the area is doubled too.…
Descriptors: Mathematics Education, Physics, Mathematics Instruction, Secondary School Students
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Dewolf, Tinne; Van Dooren, Wim; Hermens, Frouke; Verschaffel, Lieven – Instructional Science: An International Journal of the Learning Sciences, 2015
During the last two decades various researchers confronted upper elementary and lower secondary school pupils with word problems that were problematic from a realistic modelling point of view (so-called P-items), and found that pupils in general did not use their everyday knowledge to solve such P-items. Several attempts were undertaken to…
Descriptors: Word Problems (Mathematics), Illustrations, College Students, Eye Movements
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De Bock, Dirk; Deprez, Johan; Van Dooren, Wim; Roelens, Michel; Verschaffel, Lieven – Journal for Research in Mathematics Education, 2011
Kaminski, Sloutsky, and Heckler (2008a) published in "Science" a study on "The advantage of abstract examples in learning math," in which they claim that students may benefit more from learning mathematics through a single abstract, symbolic representation than from multiple concrete examples. This publication elicited both enthusiastic and…
Descriptors: Mathematics Instruction, Teaching Methods, Abstract Reasoning, Algebra
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Dewolf, Tinne; Van Dooren, Wim; Ev Cimen, Emre; Verschaffel, Lieven – Journal of Experimental Education, 2014
The present research investigated whether an illustration and/or a warning could help students to (a) build a situational model of the problem situation and (b) solve problematic word problems (P-items) that require realistic thinking more realistically. In 2 similar studies conducted in Turkey and Belgium, the authors presented 10- to 11-year-old…
Descriptors: Foreign Countries, Word Problems (Mathematics), Models, Problem Solving
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Chen, Limin; Van Dooren, Wim; Chen, Qi; Verschaffel, Lieven – International Journal of Science and Mathematics Education, 2011
In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary school teachers from Tianjin City in China, wherein the teachers were asked to solve 3…
Descriptors: Elementary School Students, Problem Solving, Program Effectiveness, Foreign Countries
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Van Dooren, Wim; De Bock, Dirk; Janssens, Dirk; Verschaffel, Lieven – Journal for Research in Mathematics Education, 2008
The overreliance on linear methods in students' reasoning and problem solving has been documented and discussed by several scholars in the field. So far, however, there have been no attempts to assemble the evidence and to analyze it is a systematic way. This article provides an overview and a conceptual analysis of students' tendency to use…
Descriptors: Mathematics Instruction, Mathematical Logic, Problem Solving, Mathematical Concepts
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Lem, Stephanie; Onghena, Patrick; Verschaffel, Lieven; Van Dooren, Wim – European Journal of Psychology of Education, 2017
Graphicacy is an important skill in today's society; however, the interpretation of graphs proofs to be more difficult than it might seem. In this study, we focus on one specific misinterpretation, the area misinterpretation of box plots, which is caused by incorrect heuristic processing of salient features of the box plot. In this study, we tried…
Descriptors: Graphs, Difficulty Level, Control Groups, Scores
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