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 )

The interplay of natural number bias and mathematics state anxiety: evidence from two replication studies (2026)

Educational Studies in Mathematics

Christou, Konstantinos P.; Halme, Hilma; Van Dooren, Wim; Van Hoof, Jo

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Fraction Learning in a Digital Learning Environment: a Pilot Study (2026)

Proceedings of the PME Conference

Nurminen, Heli; Halme, Hilma; Kortelainen, Arto; McMullen, Jake; Van Hoof, Jo

(A4 Vertaisarvioitu artikkeli konferenssijulkaisussa)

When “one, two, three” gains ordinal meaning: Investigating the development of numerical ordering skills in 3- to 5-year-old children. (2026)

Developmental Psychology

Harju, Heidi; Van Hoof, Jo; McMullen, Jake; Nanu, Cristina; Laakkonen, Eero; Hannula-Sormunen, Minna

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Computational Thinking and Mathematical Word Problem Solving in Primary School (2026)

Lecture Notes in Computer Science

Parviainen, Marika; Dagienė, Valentina; McMullen, Jake; Lehtonen, Daranee; Van Hoof, Jo

(A4 Vertaisarvioitu artikkeli konferenssijulkaisussa)

The Interplay of Fourth Graders' Mathematics Attitudes and Performance: a Multilevel Study (2026)

Proceedings of the PME Conference

Lehtonen, Daranee; Satomaa, Esa; Van Hoof, Jo; Parviainen, Marika; Laakso, Mikko-Jussi; Metsämuuronen, Jari; Dagienė, Valentina

(A4 Vertaisarvioitu artikkeli konferenssijulkaisussa)

Developmental associations between adaptive number knowledge and routine mathematical knowledge (2026)

Scandinavian Journal of Educational Research

Van Hoof, Jo; McMullen, Jake; Hannula-Sormunen, Minna M.; Kiuru, Noona

(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)

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 )

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

The interplay of natural number bias and mathematics state anxiety: evidence from two replication studies (2026)

Fraction Learning in a Digital Learning Environment: a Pilot Study (2026)

When “one, two, three” gains ordinal meaning: Investigating the development of numerical ordering skills in 3- to 5-year-old children. (2026)

Computational Thinking and Mathematical Word Problem Solving in Primary School (2026)

The Interplay of Fourth Graders' Mathematics Attitudes and Performance: a Multilevel Study (2026)

Developmental associations between adaptive number knowledge and routine mathematical knowledge (2026)

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

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)