Tine Degrande

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All published works

Action	Title	Year	Authors
+ PDF Chat	To add or to multiply in open problems? Unraveling children’s relational preference using a mixed-method approach	2020	Tine Degrande Lieven Verschaffel Wim Van Dooren
+	Young Children’s Early Mathematical Competencies: The Role of Mathematical Focusing Tendencies	2020	Lieven Verschaffel Sanne Rathé Nore Wijns Tine Degrande Wim Van Dooren Bert De Smedt Joke Torbeyns
+	Early stages of proportional reasoning: a cross-sectional study with 5- to 9-year-olds	2019	Elien Vanluydt Tine Degrande Lieven Verschaffel Wim Van Dooren
+	To add or to multiply? An investigation of children's preference for additive or multiplicative relations	2019	Tine Degrande
+ PDF Chat	To add or to multiply? An investigation of the role of preference in children's solutions of word problems	2019	Tine Degrande Lieven Verschaffel Wim Van Dooren
+ PDF Chat	Profiles of rational number knowledge in Finnish and Flemish students – A multigroup latent class analysis	2018	Jake McMullen Jo Van Hoof Tine Degrande Lieven Verschaffel Wim Van Dooren
+	Open word problems: taking the additive or the multiplicative road?	2017	Tine Degrande Jo Van Hoof Lieven Verschaffel Wim Van Dooren
+	Towards a mathematically more correct understanding of rational numbers: A longitudinal study with upper elementary school learners	2017	Jo Van Hoof Tine Degrande Eva Ceulemans Lieven Verschaffel Wim Van Dooren
+	Beyond additive and multiplicative reasoning abilities: how preference enters the picture	2017	Tine Degrande Lieven Verschaffel Wim Van Dooren
+	Spontaneous Focusing on Quantitative Relations: Towards a Characterization	2017	Tine Degrande Lieven Verschaffel Wim Van Dooren
+	Proportional Word Problem Solving Through a Modeling Lens: A Half-Empty or Half-Full Glass?	2016	Tine Degrande Lieven Verschaffel Wim Van Dooren
+	THE RELATION BETWEEN LEARNERS’ SPONTANEOUS FOCUSING ON QUANTITATIVE RELATIONS AND THEIR RATIONAL NUMBER KNOWLEDGE	2016	Jo Van Hoof Tine Degrande Jake McMullen Minna M. Hannula‐Sormunen Erno Lehtinen Lieven Verschaffel Wim Van Dooren
+	The development of children’s additive and multiplicative reasoning in open problems	2016	Tine Degrande Lieven Verschaffel Wim Van Dooren
+	De spontane aandacht van kinderen voor wiskundige relaties in alledaagse situaties	2016	Tine Degrande Lieven Verschaffel Wim Van Dooren
+	Reconsidering SFOR: Characterizing children's focus on quantitative relations	2016	Tine Degrande Lieven Verschaffel Wim Van Dooren
+ PDF Chat	Children’s use of number line estimation strategies	2015	Dominique Peeters Tine Degrande Mirjam Ebersbach Lieven Verschaffel Koen Luwel
+	The relationship between children's use of number line estimation strategies and their math achievement	2015	Koen Luwel Dominique Peeters Tine Degrande Lieven Verschaffel
+	Proportions, histogrammes, fonctions linéaires et non linéaires: développement typique et atypique. Invited lecture	2015	Lieven Verschaffel Dirk De Bock Tine Degrande Stephanie Lem Wim Van Dooren
+	Spontaneous focusing on quantitative relations as a predictor of rational number development in students. In J. McMullen (Chair), Expanding inquiries of spontaneous mathematical focusing tendency within mathematical development. Symposium conducted at the biennial meeting of the European Association for Research on Learning and Instruction (EARLI)	2015	Jo Van Hoof Tine Degrande Jake McMullen Minna M. Hannula‐Sormunen Lieven Verschaffel Erno Lehtinen Wim Van Dooren
+	Quel raisonnement est le plus spontané chez les élèves du primaire : proportionnel et/ou additif?	2015	Marie-Pier Goulet Tine Degrande Lieven Verschaffel Wim Van Dooren
+	Poster session: Quantitative analogical reasoning in mathematically neutral word problems: about Flemish children solving ‘Greek’ word problems	2014	Tine Degrande Lieven Verschaffel Wim Van Dooren
+	“That sounds Greek to me!” Primary children's additive and proportional responses to unreadable word problems	2014	Tine Degrande Lieven Verschaffel Wim Van Dooren
+	How do Flemish children solve ‘Greek’ word problems? On children’s quantitative analogical reasoning in mathematically neutral word problems	2014	Tine Degrande Lieven Verschaffel Wim Van Dooren
+	Round table discussion: Reconsidering SFOR: Characterizing children’s spontaneous focus on quantitative relations	2014	Tine Degrande Lieven Verschaffel Wim Van Dooren
+	The mental number line, the external number line, and elementary school mathematics	2013	Lieven Verschaffel Dominique Peeters Tine Degrande Mieke Vanbussel Mirjam Ebersbach Koen Luwel

Common Coauthors

Coauthor	Papers Together
Lieven Verschaffel	24
Wim Van Dooren	21
Jo Van Hoof	5
Dominique Peeters	3
Koen Luwel	3
Jake McMullen	3
Erno Lehtinen	2
Mirjam Ebersbach	2
Minna M. Hannula‐Sormunen	2
Nore Wijns	1
Sanne Rathé	1
Dirk De Bock	1
Mieke Vanbussel	1
Joke Torbeyns	1
Marie-Pier Goulet	1
Elien Vanluydt	1
Stephanie Lem	1
Bert De Smedt	1
Eva Ceulemans	1

Commonly Cited References

Action	Title	Year	Authors	# of times referenced
+ PDF Chat	Development of proportional reasoning: Where young children go wrong.	2008	Ty W. Boyer Susan C. Levine Janellen Huttenlocher	7
+ PDF Chat	From Addition to Multiplication … and Back: The Development of Students’ Additive and Multiplicative Reasoning Skills	2010	Wim Van Dooren Dirk De Bock Lieven Verschaffel	7
+ PDF Chat	The development of students’ use of additive and proportional methods along primary and secondary school	2011	Ceneıda Fernández Salvador Llinares Wim Van Dooren Dirk De Bock Lieven Verschaffel	6
+	Acquisition of mathematics concepts and processes	1983	Richard Lesh Marsha Landau	6
+	The development of proportional reasoning and the ratio concept Part I ? Differentiation of stages	1980	Gérald Noelting	6
+	Naturally biased? In search for reaction time evidence for a natural number bias in adults	2012	Xenia Vamvakoussi Wim Van Dooren Lieven Verschaffel	5
+	Not Everything Is Proportional: Effects of Age and Problem Type on Propensities for Overgeneralization	2005	Wim Van Dooren Dirk De Bock An Hessels Dirk Janssens Lieven Verschaffel	5
+	THE RELATION BETWEEN LEARNERS’ SPONTANEOUS FOCUSING ON QUANTITATIVE RELATIONS AND THEIR RATIONAL NUMBER KNOWLEDGE	2016	Jo Van Hoof Tine Degrande Jake McMullen Minna M. Hannula‐Sormunen Erno Lehtinen Lieven Verschaffel Wim Van Dooren	5
+	Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias	2005	Yujing Ni Yong‐Di Zhou	5
+	The natural number bias and magnitude representation in fraction comparison by expert mathematicians	2013	Andreas Obersteiner Wim Van Dooren Jo Van Hoof Lieven Verschaffel	5
+	Young children's recognition of quantitative relations in mathematically unspecified settings	2013	Jake McMullen Minna M. Hannula‐Sormunen Erno Lehtinen	5
+	In search for the natural number bias in secondary school students' interpretation of the effect of arithmetical operations	2014	Jo Van Hoof Jolien Vandewalle Lieven Verschaffel Wim Van Dooren	4
+	Child proportional scaling: Is 1/3=2/6=3/9=4/12?	2011	Ty W. Boyer Susan C. Levine	4
+	Number Concepts and Operations in the Middle Grades	1988	James Hiebert Merlyn J. Behr	4
+	Just Answering … or Thinking? Contrasting Pupils' Solutions and Classifications of Missing-Value Word Problems	2010	Wim Van Dooren Dirk De Bock Kim Vleugels Lieven Verschaffel	4
+ PDF Chat	Assessment of authentic performance in school mathematics	1993		4
+	Identification of Multiplicative Thinking in Children in Grades 1–5	1996	Faye B. Clark Constance Kamii	4
+	Modelling for life: developing adaptive expertise in mathematical modelling from an early age	2006	Wim Van Dooren Lieven Verschaffel Brian Greer Dirk De Bock	4
+	How do Flemish children solve ‘Greek’ word problems? On children’s quantitative analogical reasoning in mathematically neutral word problems	2014	Tine Degrande Lieven Verschaffel Wim Van Dooren	4
+	Students' overuse of proportionality on missing-value problems: how numbers may change solutions	2009	Wim Van Dooren Dirk De Bock Marleen Evers Lieven Verschaffel	4
+	Cognitive and Metacognitive Aspects of Proportional Reasoning	2010	Modestina Modestou Athanasios Gagatsis	4
+	Beyond additive and multiplicative reasoning abilities: how preference enters the picture	2017	Tine Degrande Lieven Verschaffel Wim Van Dooren	3
+	Development of Counting Skills: Role of Spontaneous Focusing on Numerosity and Subitizing-Based Enumeration	2007	Minna M. Hannula‐Sormunen Pekka Räsänen Erno Lehtinen	3
+	The Linear Imperative: An Inventory and Conceptual Analysis of Students' Overuse of Linearity	2008	Wim Van Dooren Dirk De Bock Dirk Janssens Lieven Verschaffel	3
+	Ratio and Proportion: Connecting Content and Children's Thinking	1993	Susan J. Lamon	3
+	Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills	2010	Minna M. Hannula‐Sormunen Janne Lepola Erno Lehtinen	3
+	How Many<i>Decimals</i>Are There Between Two<i>Fractions</i>? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation	2010	Xenia Vamvakoussi Stella Vosniadou	3
+	An Exploratory Look at the Relationships Among Math Skills, Motivational Factors and Activity Choice	2012	Kellah M. Edens Ellen F. Potter	3
+ PDF Chat	Spontaneous focusing on numerosity and mathematical skills of young children	2005	Minna M. Hannula‐Sormunen Erno Lehtinen	3
+ PDF Chat	The codevelopment of skill at and preference for use of retrieval-based processes for solving addition problems: Individual and sex differences from first to sixth grades	2012	Drew H. Bailey Andrew K. Littlefield David C. Geary	3
+	Spontaneous Focusing on Quantitative Relations: Towards a Characterization	2017	Tine Degrande Lieven Verschaffel Wim Van Dooren	3
+	The development of multiplicative thinking in young children	2003	Lorraine Jacob Sue Willis	3
+	Preschool spontaneous focusing on numerosity predicts rational number conceptual knowledge 6 years later	2015	Jake McMullen Minna M. Hannula‐Sormunen Erno Lehtinen	3
+ PDF Chat	Inappropriately applying natural number properties in rational number tasks: characterizing the development of the natural number bias through primary and secondary education	2015	Jo Van Hoof Lieven Verschaffel Wim Van Dooren	3
+	Spontaneous focusing on quantitative relations as a predictor of the development of rational number conceptual knowledge.	2015	Jake McMullen Minna M. Hannula‐Sormunen Eero Laakkonen Erno Lehtinen	3
+	Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge	2014	Jake McMullen Minna M. Hannula‐Sormunen Erno Lehtinen	3
+	The Development of Proportional Reasoning: Effect of Continuous Versus Discrete Quantities	2007	Yoonkyung Jeong Susan C. Levine Janellen Huttenlocher	3
+	Spontaneous Focusing on Quantitative Relations and the Development of Rational Number Conceptual Knowledge	2014	Jake McMullen	3
+	Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument	2014	Jo Van Hoof Rianne Janssen Lieven Verschaffel Wim Van Dooren	3
+ PDF Chat	Children’s multiplicative transformations of discrete and continuous quantities	2009	Hilary Barth Andrew Scott Baron Elizabeth S. Spelke Susan Carey	2
+	Modelling reality in mathematics classrooms: The case of word problems	1997	Brian Greer	2
+	The development of students’ understanding of the numerical value of fractions	2004	Stamatia Stafylidou Stella Vosniadou	2
+	Are secondary school students still hampered by the natural number bias? A reaction time study on fraction comparison tasks	2013	Jo Van Hoof Tristan Lijnen Lieven Verschaffel Wim Van Dooren	2
+	Children’s solutions to multiplication and division word problems: A longitudinal study	1992	Joanne Mulligan	2
+	Efficient and flexible strategy use on multi-digit sums: a choice/no-choice study	2013	Joke Torbeyns Lieven Verschaffel	2
+	None	2003	Wim Van Dooren Dirk De Bock Fien Depaepe Dirk Janssens Lieven Verschaffel	2
+	What fills the gap between discrete and dense? Greek and Flemish students’ understanding of density	2011	Xenia Vamvakoussi Konstantinos P. Christou Lieve Mertens Wim Van Dooren	2
+	Realistic considerations in mathematical modeling of school arithmetic word problems	1994	Lieven Verschaffel Erik De Corte Sabien Lasure	2
+	The relative importance of two different mathematical abilities to mathematical achievement	2011	Terezinha Nuñes Peter Bryant Rossana Barros Κathy Sylva	2
+	Relationships between Gender, Cognitive Ability, Preference, and Calculus Performance	2013	Erhan Selçuk Hacıömeroğlu Eric Chicken Juli K. Dixon	2