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Direct linkDegrande, Tine; Van Hoof, Jo; Verschaffel, Lieven; Van Dooren, Wim – ZDM: The International Journal on Mathematics Education, 2018
Previous studies have repeatedly shown that children often incorrectly use an additive model for multiplicative word problems, and a multiplicative model for additive word problems. The present study aimed to investigate which model upper primary school children tend to choose in word problems that are open to "both" ways of reasoning.…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Mathematical Models, Multiplication
Degrande, Tine; Verschaffel, Lieven; Van Dooren, Wim – European Journal of Psychology of Education, 2018
While previous studies mainly focused on children's additive and multiplicative reasoning abilities, we studied third to sixth graders' "preference" for additive or multiplicative relations. This was investigated by means of schematic problems that were "open" to both types of relations, namely arrow schemes containing three…
Descriptors: Addition, Multiplication, Mathematical Logic, Student Attitudes
Van Hoof, Jo; Verschaffel, Lieven; Van Dooren, Wim – British Journal of Educational Psychology, 2017
Background: Rational numbers are of critical importance both in mathematics and in other fields of science. However, they form a stumbling block for learners. One widely known source of the difficulty learners have with rational numbers is the natural number bias, that is the tendency to (inappropriately) apply natural number properties in…
Descriptors: Educational Psychology, Grade 6, Elementary School Students, Mathematics Skills
Weyns, Anke; Van Dooren, Wim; Dewolf, Tinne; Verschaffel, Lieven – Educational Psychology, 2017
We investigated the effect of emphasising the realistic modelling complexity in text or in the accompanying picture on the solution of P-items, in relation to pupils' grade. 290 pupils from the 5th and 6th grade of various elementary schools in Flanders (Belgium) made a paper-and-pencil task with 7 word problems that are problematic from a…
Descriptors: Grade 5, Grade 6, Word Problems (Mathematics), Elementary School Students
Degrande, Tine; Verschaffel, Lieven; Van Dooren, Wim – Mathematical Thinking and Learning: An International Journal, 2017
In contrast to previous studies on Spontaneous Focusing on Quantitative Relations (SFOR), the present study investigated not only the "extent" to which children focus on (multiplicative) quantitative relations, but also the "nature" of children's quantitative focus (i.e., the types of quantitative relations that children focus…
Descriptors: Foreign Countries, Grade 2, Grade 4, Grade 6
Download full textDegrande, Tine; Verschaffel, Lieven; Van Dooren, Wim – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
Both additive and proportional reasoning are types of quantitative analogical (QA) reasoning. We investigated the development and nature of primary school children's QA reasoning by offering two missing-value word problems to 3rd to 6th graders. In one problem, ratios between given numbers were integer, in the other ratios were non-integer. These…
Descriptors: Word Problems (Mathematics), Logical Thinking, Mathematical Logic, Elementary School Students
Depaepe, Fien; De Corte, Erik; Verschaffel, Lieven – Educational Studies, 2012
The article deals with the way in which authority was established and interpreted by teachers and students in two Flemish sixth-grade mathematics classrooms. Problem-solving lessons during a seven-month observation period were analysed regarding three aspects of teacher-student interactions that explicitly or implicitly reflect who bears…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematics Education, Mathematics
