logo
科言猫学术研究的AI总结
language
手机端手机端
  • Phone Feature微信小程序
简体中文简体中文
notice消息通知
博客博客
delete
arrow
返回
J

Jo Van Hoof

university of turku

17H指数
63论文数
915被引数
收录论文 11
发表时间
logo
“I need to follow the numbers”—developing and validating a more comprehensive measure of spontaneous focusing on numerical order“我需要遵循数字”——开发并验证一种更全面的关于自发性关注数字顺序的测量方法
errEducational Studies in Mathematics
IF1.9
err2026-04-15
err0
errOAAI
errHeidi Harju; Lore Van Belle; Wim Van Dooren; Jake McMullen; Jo Van Hoof
err分享
err收藏
BeLLE: Exploring the Accuracy of the Task Difficulty Ratings in the Bebras ChallengeBeLLE：探究Bebras挑战中任务难度评分的准确性
errINFORMATICS IN SCHOOLS. FOSTERING PROBLEM-SOLVING, CREATIVITY, AND CRITICAL THINKING THROUGH COMPUTER SCIENCE EDUCATION, ISSEP 2025
IF0
err2026-01-01
err0
PREAI
errKaarto, Heidi; Niemensivu, Timi; Dagiene, Valentina; Lehtonen, Daranee; Laakso, Mikko-Jussi; Van Hoof, Jo
err分享
err收藏
Spontaneous focusing on numerical order and numerical skills of 3-to 4-year-old children自发关注3至4岁儿童的数字顺序和数字技能
errEDUCATIONAL STUDIES IN MATHEMATICS
IF1.9
err2024-05-27
err0
errOAAI
errHarju, Heidi; Van Hoof, Jo; Nanu, Cristina E.; Mcmullen, Jake; Hannula-Sormunen, Minna
err分享
err收藏
Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias
errbritish journal of educational technology
IF3.6
err2023-09-21
err3
errOAAI
errHalme, Hilma; Van Hoof, Jo; Hannula-Sormunen, Minna; Mcmullen, Jake
err分享
err收藏
How robust are learners' misconceptions of fraction magnitude? An intervention study comparing the use of refutation and expository text
erreducational psychology
IF3
err2021-04-21
err6
errOAAI
errVan Hoof, Jo; Engelen, Anne-Sophie; Van Dooren, Wim
err分享
err收藏
Profiles of rational number knowledge in Finnish and Flemish students - A multigroup latent class analysis芬兰和佛兰芒学生的有理数知识概况-多组潜在类别分析
errLEARNING AND INDIVIDUAL DIFFERENCES
IF9
err2018-08-01
err14
errOAAI
errMcMullen, Jake; Van Hoof, Jo; Degrande, Tine; Verschaffel, Lieven; Van Dooren, Wim
err分享
err收藏
Towards a mathematically more correct understanding of rational numbers: A longitudinal study with upper elementary school learners
errLEARNING AND INDIVIDUAL DIFFERENCES
IF9
err2018-01-01
err55
PREAI
errVan Hoof, Jo; Degrande, Tine; Ceulemans, Eva; Verschaffel, Lieven; Van Dooren, Wim
err分享
err收藏
Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners' numerical competencies
errEARLY CHILDHOOD RESEARCH QUARTERLY
IF3.1
err2018-01-01
err14
errOAAI
errBojorque, Gina; Torbeyns, Joke; Van Hoof, Jo; Van Nijlen, Daniel; Verschaffel, Lieven
err分享
err收藏
Number sense in the transition from natural to rational numbers
errbritish journal of educational technology
IF3.6
err2016-10-31
err15
PREAI
errVan Hoof, Jo; Verschaffel, Lieven; Van Dooren, Wim
err分享
err收藏
Who can escape the natural number bias in rational number tasks? A study involving students and experts
errBRITISH JOURNAL OF PSYCHOLOGY
IF3.3
err2015-11-14
err20
PREAI
errObersteiner, Andreas; Van Hoof, Jo; Verschaffel, Lieven; Van Dooren, Wim
err分享
err收藏
Inappropriately applying natural number properties in rational number tasks: characterizing the development of the natural number bias through primary and secondary education
errEDUCATIONAL STUDIES IN MATHEMATICS
IF1.9
err2015-07-04
err41
PREAI
errVan Hoof, Jo; Verschaffel, Lieven; Van Dooren, Wim
err分享
err收藏

研究方向

暂时未获取到该数据
合作学者
合作期刊
L
Lieven Verschaffel
H 指数: 68 · 论文数: 1.1K
E
Eva Ceulemans
H 指数: 45 · 论文数: 376
W
Wim Van Dooren
H 指数: 41 · 论文数: 500
J
Joke Torbeyns
H 指数: 33 · 论文数: 251
V
Valentina Dagienė
H 指数: 27 · 论文数: 245
查看更多