| 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 | 421 | 2009 |
| Word problems in mathematics education: A survey L Verschaffel, S Schukajlow, J Star, W Van Dooren Zdm 52, 1-16, 2020 | 403 | 2020 |
| Beyond small, medium, or large: Points of consideration when interpreting effect sizes A Bakker, J Cai, L English, G Kaiser, V Mesa, W Van Dooren Educational studies in mathematics 102, 1-8, 2019 | 332 | 2019 |
| 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 | 303 | 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 | 286 | 2005 |
| 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 |
| The impact of preservice teachers' content knowledge on their evaluation of students' strategies for solving arithmetic and algebra word problems W Van Dooren, L Verschaffel, P Onghena Journal for Research in mathematics education 33 (5), 319-351, 2002 | 232 | 2002 |
| Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers F Depaepe, J Torbeyns, N Vermeersch, D Janssens, R Janssen, ... Teaching and teacher education 47, 82-92, 2015 | 228 | 2015 |
| Naturally biased? In search for reaction time evidence for a natural number bias in adults X Vamvakoussi, W Van Dooren, L Verschaffel The Journal of Mathematical Behavior 31 (3), 344-355, 2012 | 220 | 2012 |
| From addition to multiplication… and back: The development of students’ additive and multiplicative reasoning skills WV Dooren, DD Bock, L Verschaffel Cognition and Instruction 28 (3), 360-381, 2010 | 206 | 2010 |
| Conceptualising, investigating and stimulating representational flexibility in mathematical problem solving and learning: a critical review A Acevedo Nistal, W Van Dooren, G Clarebout, J Elen, L Verschaffel ZDM 41, 627-636, 2009 | 201 | 2009 |
| The illusion of linearity: Expanding the evidence towards probabilistic reasoning W Van Dooren, D De Bock, F Depaepe, D Janssens, L Verschaffel Educational studies in mathematics 53, 113-138, 2003 | 194 | 2003 |
| The linear imperative: An inventory and conceptual analysis of students' overuse of linearity W Van Dooren, D De Bock, D Janssens, L Verschaffel Journal for Research in Mathematics Education 39 (3), 311-342, 2008 | 172 | 2008 |
| Do realistic contexts and graphical representations always have a beneficial impact on students’ performance? Negative evidence from a study on modelling non-linear geometry … D De Bock, L Verschaffel, D Janssens, W Van Dooren, K Claes Learning and instruction 13 (4), 441-463, 2003 | 167 | 2003 |
| The illusion of linearity: From analysis to improvement D De Bock, W Van Dooren, D Janssens, L Verschaffel Springer Science & Business Media, 2007 | 162 | 2007 |
| Remedying secondary school students’ illusion of linearity: A teaching experiment aiming at conceptual change W Van Dooren, D De Bock, A Hessels, D Janssens, L Verschaffel Learning and instruction 14 (5), 485-501, 2004 | 144 | 2004 |
| Abstract or concrete examples in learning mathematics? A replication and elaboration of Kaminski, Sloutsky, and Heckler's study D De Bock, J Deprez, W Van Dooren, M Roelens, L Verschaffel Journal for research in Mathematics Education 42 (2), 109-126, 2011 | 133 | 2011 |
| Pre-service teachers' preferred strategies for solving arithmetic and algebra word problems W Van Dooren, L Verschaffel, P Onghena Journal of mathematics teacher education 6 (1), 27-52, 2003 | 128 | 2003 |
| Reconceptualising word problems as exercises in mathematical modelling L Verschaffel, W Dooren, B Greer, S Mukhopadhyay Journal für Mathematik-Didaktik 1 (31), 9-29, 2010 | 125 | 2010 |
| 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 |
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