Lieven Verschaffel's research while affiliated with Leuven University College and other places

Publications (2)

Article
Full-text available
The transition from natural to rational numbers is difficult for most elementary school children. A major cause for these difficulties is assumed to be the “conceptual change” they need to undergo in order to see that several natural number properties do not apply to rational numbers. To appropriately handle pupils’ difficulties, teachers need well...
Article
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. In particular,...

Citations

... It has long been reported that many students have difficulty understanding rational number concepts (McMullen & Van Hoof, 2020;Obersteiner et al., 2019), despite their importance in school mathematics (Depaepe et al., 2018). Although many efforts have been spent on improving rational number instruction (McMullen & Van Hoof, 2020), students still experience difficulties in learning this topic (Wilson et al., 2013). ...
... An additional explanatory element, initially raised by Resnick and Singer (1993) but thereafter systematically investigated by Degrande and colleagues Degrande, Van Hoof, et al., 2018;Degrande, et al., 2019Degrande, et al., , 2020, is the existence in children of a preference for additive or multiplicative relations. The term "preference" is used when "children -either deliberately or not -are more strongly attracted towards one relation than to the other" (Degrande et al., 2019, p. 62) or, in other words, when one type of relation "has precedence over" the other (Pellegrino & Glaser, 1982, p. 310). ...