NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 64 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Depaepe, Fien; De Corte, Erik; Verschaffel, Lieven – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
This contribution reports about a seven-month long video-based study in two regular Flemish sixth-grade mathematics classrooms. The focus is on teachers' approaches towards problem solving. In our analysis we distinguished between a paradigmatic-oriented (focus on the mathematical structure) and a narrative-oriented (focus on the contextual…
Descriptors: Problem Solving, Word Problems (Mathematics), Mathematics Instruction, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Vandercruysse, Sylke; ter Vrugte, Judith; de Jong, Ton; Wouters, Pieter; van Oostendorp, Herre; Verschaffel, Lieven; Elen, Jan – Educational Technology Research and Development, 2017
In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core…
Descriptors: Mathematics Instruction, Educational Games, Teaching Methods, Vocational Education
Peer reviewed Peer reviewed
Direct linkDirect link
Torbeyns, Joke; Verschaffel, Lieven – European Journal of Psychology of Education, 2016
This study analyzed children's use of mental computation strategies and the standard algorithm on multi-digit subtractions. Fifty-eight Flemish 4th graders of varying mathematical achievement level were individually offered subtractions that either stimulated the use of mental computation strategies or the standard algorithm in one choice and two…
Descriptors: Mental Computation, Mathematical Logic, Subtraction, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Depaepe, Fien; De Corte, Erik; Verschaffel, Lieven – International Journal of Educational Research, 2007
Changing perspectives on mathematics teaching and learning resulted in a new generation of mathematics textbooks, stressing among others the importance of mathematical reasoning and problem-solving skills and their application to real-life situations. The article reports a study that investigates to what extent the reform-based ideas underlying…
Descriptors: Mathematics Education, Textbooks, Problem Solving, Norms
Peer reviewed Peer reviewed
Direct linkDirect link
Verschaffel, Lieven; Van Dooren, W.; Star, J. – ZDM: The International Journal on Mathematics Education, 2017
This special issue comprises contributions that address the breadth of current lines of recent research from cognitive psychology that appear promising for positively impacting students' learning of mathematics. More specifically, we included contributions (a) that refer to cognitive psychology based principles and techniques, such as explanatory…
Descriptors: Cognitive Psychology, Instructional Design, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
De Smedt, Bert; Ansari, Daniel; Grabner, Roland H.; Hannula, Minna M.; Schneider, Michael; Verschaffel, Lieven – Educational Research Review, 2010
While there has been much theoretical debate concerning the relationship between neuroscience and education, researchers have started to collaborate across both disciplines, giving rise to the interdisciplinary research field of neuroscience and education. The present contribution tries to reflect on the challenges of this new field of empirical…
Descriptors: Mathematics Education, Educational Research, Foreign Countries, Educational Researchers
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Torbeyns, Joke; Peters, Greet; De Smedt, Bert; Ghesquière, Pol; Verschaffel, Lieven – British Journal of Educational Psychology, 2016
Background: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal…
Descriptors: Elementary School Students, Grade 3, Grade 4, Elementary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5