Jo Van Hoof

“I need to follow the numbers” — developing and validating a more comprehensive measure of spontaneous focusing on numerical order (2026)

Educational Studies in Mathematics

Harju, Heidi; Van Belle, Lore; Van Dooren, Wim; McMullen, Jake; Van Hoof, Jo

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

When anxiety grows with knowledge: The role of the natural number bias (2025)

Journal of Numerical Cognition

Van Hoof, Jo; Halme, Hilma; Hannula-Sormunen, Minna; McMullen, Jake

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

How do different executive function components contribute to children's academic skills? (2025)

Cognitive Development

He, Jiao; Xu, Rongke; Yang, Yang; Van Hoof, Jo; Yang, Xiujie

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

BeLLE: Exploring the Accuracy of the Task Difficulty Ratings in the Bebras Challenge (2025)

Lecture Notes in Computer Science

Kaarto, Heidi; Niemensivu, Timi; Dagienė, Valentina; Lehtonen, Daranee; Laakso, Mikko-Jussi; Van Hoof, Jo

(A4 Vertaisarvioitu artikkeli konferenssijulkaisussa)

Spontaneous focusing on numerical order and numerical skills of 3-to 4-year-old children (2024)

Educational Studies in Mathematics

Harju, Heidi; Van Hoof, Jo; Nanu, Cristina E.; Mcmullen, Jake; Hannula-Sormunen, Minna

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias (2023)

British Journal of Educational Psychology

Halme Hilma, Van Hoof Jo, Hannula-Sormunen Minna, McMullen Jake

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Revealing modes of knowing about density (2023)

International Conference for the Psychology of Mathematics Education, Proceedings of the PME Conference

González-Forte Juan Manuel, Fernández Ceneida, Vamvakoussi Xenia, Van Hoof Jo, Van Dooren Wim

(A4 Vertaisarvioitu artikkeli konferenssijulkaisussa)

Obstacles in the development of the understanding of fractions (2023)

Gabriel Florence, Van Hoof Jo, Gómez David Maximiliano, Van Dooren Wim

(Kirjan tai muun kokoomateoksen osa (B2))

The relationship between primary school children’s inhibition and the processing of rational numbers (2022)

European Journal of Psychology of Education

De Keersmaeker Karen, Van Hoof Jo, Van Dooren Wim

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Profiles in understanding the density of rational numbers among primary and secondary school students Perfiles en la comprensión de la densidad de los números racionales en estudiantes de educación primaria y secundaria (2022)

Avances de Investigación en Educación Matemática

González-Forte Juan Manuel, Fernández Ceneida, Van Hoof Jo, Van Dooren Wim

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

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“I need to follow the numbers” — developing and validating a more comprehensive measure of spontaneous focusing on numerical order (2026)

When anxiety grows with knowledge: The role of the natural number bias (2025)

How do different executive function components contribute to children's academic skills? (2025)

BeLLE: Exploring the Accuracy of the Task Difficulty Ratings in the Bebras Challenge (2025)

Spontaneous focusing on numerical order and numerical skills of 3-to 4-year-old children (2024)

Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias (2023)

Revealing modes of knowing about density (2023)

Obstacles in the development of the understanding of fractions (2023)

The relationship between primary school children’s inhibition and the processing of rational numbers (2022)

Profiles in understanding the density of rational numbers among primary and secondary school students Perfiles en la comprensión de la densidad de los números racionales en estudiantes de educación primaria y secundaria (2022)