Author
Lieven Verschaffel
Other affiliations: Catholic University of Leuven, National Fund for Scientific Research
Bio: Lieven Verschaffel is an academic researcher from Katholieke Universiteit Leuven. The author has contributed to research in topics: Word problem (mathematics education) & Numerosity adaptation effect. The author has an hindex of 61, co-authored 488 publications receiving 13669 citations. Previous affiliations of Lieven Verschaffel include Catholic University of Leuven & National Fund for Scientific Research.
Papers published on a yearly basis
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01 Jan 2000TL;DR: In this article, a wide range of examples documenting the strength of the phenomenon is reviewed, along with a wider discussion of theoretical issues, a further analysis of the features of the educational system considered responsible for outcomes detrimental to many students' understanding and conception of mathematics, and suggestions for rethinking the role of word problems within the curriculum.
Abstract: Word problems have been a staple of mathematics instruction for centuries, yet the rationale for their use has remained largely unexamined. A range of findings have shown how students consistently answer them in ways that fail to take account of the reality of the situations described. This monograph reports on studies carried out to investigate this "suspension of sense-making" in answering word problems. In Part One, a wide range of examples documenting the strength of the phenomenon is reviewed. Initial surprise at the findings was replaced by a conviction that the explanation lies in the culture of the mathematics classroom, specifically the rules implicitly governing the nature and interpretation of the word problem genre. This theoretical shift is reflected in Part Two. A detailed analysis of the way in which word problems are currently taught in typical mathematical classrooms is followed by reviews of design experiments illustrating how, by immersing students in a fundamentally changed learning environment, they can acquire what the authors consider to be more appropriate conceptions about, and strategies for doing, word problems. Part Three turns to a wider discussion of theoretical issues, a further analysis of the features of the educational system considered responsible for outcomes detrimental to many students' understanding and conception of mathematics, and suggestions for rethinking the role of word problems within the curriculum.
477 citations
TL;DR: In this paper, a systematic review of the way pedagogical content knowledge (PCK) was conceptualized and empirically studied in mathematics education research was carried out based on a systematic search in the databases Eric, PsycInfo and Web of Science.
400 citations
TL;DR: Working memory was significantly related to mathematics achievement in both grades, showing that working memory clearly predicts later mathematics achievement.
361 citations
TL;DR: These findings provide longitudinal evidence that the size of the individual's distance effect, calculated on the basis of reaction times, was predictively related to mathematics achievement.
344 citations
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TL;DR: The basic theme of the review is that eye movement data reflect moment-to-moment cognitive processes in the various tasks examined.
Abstract: Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control, and (e) individual differences (including dyslexia). Similar topics are discussed with respect to the other tasks examined. The basic theme of the review is that eye movement data reflect moment-to-moment cognitive processes in the various tasks examined. Theoretical and practical considerations concerning the use of eye movement data are also discussed.
6,656 citations
TL;DR: The lion's share of my current research program is devoted to the study of learning in the blooming, buzzing confusion of inner-city classrooms, and central to the enterprise is that the classroom must function smoothly as a learning environment before the authors can study anything other than the myriad possible ways that things can go wrong.
Abstract: (1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings Journal of the Learning Sciences: Vol 2, No 2, pp 141-178
3,738 citations
01 Jan 2001
TL;DR: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers.
Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.
2,940 citations
2,839 citations
TL;DR: Holquist as mentioned in this paper discusses the history of realism and the role of the Bildungsroman in the development of the novel in Linguistics, philosophy, and the human sciences.
Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index
2,824 citations