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Publicaties CIP&T in 2007 ARTIKELEN IN INTERNATIONAAL GERANGSCHIKTE LEESCOMITE (SSCI, ISED, ICO).
TIJDSCHRIFTEN MET
Opgenomen in SSCI
De Corte, E., Depaepe, F., & Verschaffel, L. (2007) Understanding and improving students’ mathematics-related beliefs. European Psychologist, 12, xxx-xxx. De Smedt, B., Swillen, A., Devriendt, K., Fryns, J. P., Verschaffel, L. & Ghesquière, P. (2007). Mathematical disabilities in children with Velo-Cardio-Facial Syndrome. Neuropsychologia, 45, 885-895. Ebersbach, M., & Resing, W. C. M. (2007). Shedding new light on an old problem: The estimation of shadow sizes in children and adults. Journal of Experimental Child Psychology, 97, 265-285. Ebersbach, M., & Wilkening, F. (2007). Children’s intuitive mathematics: The development of knowledge about non-linear growth. Child Development, 78, 296-308. Elen, J., & Clarebout, G. (2007). Supporting learners: Increasing complexity? Computers in Human Behavior. 23(3), 1162-1166. Elen, J., Clarebout, G., Léonard, R. (2007). Student-centred and teacher-centred learning environments: what students think. Teaching in Higher Education, 12(1), 105-117. Sarfo, F.K., & Elen, J. (2007). The moderating effect of instructional conceptions on the effect of powerful learning environments, Instructional Science, 36(2), 137-153.. Simons, M., & Elen, J. (2007). The ‘Research-teaching Nexus’ and ‘Education through Research’: an Exploration of Ambivalences. Studies in Higher Education, 32(5), 617-631. van Berlo, M.P.W., Lowyck, J., & Schaafstal, A. (2007). Supporting the instructional design process for team training. Computers in Human Behavior. 23(3), 1145-1161. Van Dooren, W., De Bock, D., Janssens, D., & Verschaffel, L. (2007). Pupils’ over-reliance on linear methods: A scholastic effect? British Journal of Educational Psychology. 77(2), 307-321. Vicente, S., Orrantia, J., & Verschaffel, L. (2007). Influence of situational and conceptual rewording on word problem solving. British Journal of Educational Psychology, 77(4), 829-848.
Opgenomen in ICO- of ISED-lijst De Corte, E. & Verschaffel, L. (2007). Analyzing mathematics classroom cultures and practices: Editorial. International Journal ofEducational Research. (Thematic issue), 46, 247-251. Depaepe, F., De Corte, E., & Verschaffel, L. (2007). Unraveling the culture of the mathematics classroom: A videobased study in sixth grade. International Journal of Educational Research, 46, 266-279. Clarebout, G., & Elen, J. (2007). Advice on tool use in open learning environments. Journal of Educational Multimedia and Hypermedia, 17(1), 81-97. Elen, J., Lindblom-Ylänne, S., & Clement, M. (2007). Faculty development in Research-Intensive Universities: The Role of Academics’ Conceptions on the Relationship between Research and Teaching. International Journal for Academic Development, 12(2), 123-139. Verschaffel, L., Torbeyns, J., De Smedt, B., Luwel, K., & Van Dooren, W. (2007). Strategy flexibility in children with mathematical difficulties. Educational and Child Psychology, 24, 16-27.
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ARTIKELEN IN ANDERE INTERNATIONALE TIJDSCHRIFTEN Chen, L., Van Dooren, W., Chen, Q., & Verschaffel, L. (2007). The relationship between posing and solving arithmetic word problems among Chinese elementary school children. Research in Mathematical Education, 11(1), 1-31. Clarebout, G. & Elen, J. (2007). In search of pedagogical agents’ modality and dialogue effects in open learning environments. Journal of Instructional Science and Technology, 10(1), 1-15. De Corte, E. (2007). Learning from instruction: The case of mathematics. Learning Inquiry, 1, 19-30. Sarfo, F.K., & Elen, J. (2007). Developing Technical Expertise in Secondary Technical Schools: The Effect of 4C/ID Learning Environments. Learning Environments Research. An international Journal, 10(3), 207-221. Verburgh, A., Elen, J., & Lindblom-Ylänne, S. (2007). Investigating the Myth of the Relationship between Teaching and Research in Higher Education: A Review of Empirical Research. Studies in Philosophy and Education, 26, 449-465. Verschaffel, L., Luwel, K., Torbeyns, J., & Van Dooren, W. (2007). Developing adaptive expertise: A feasible and valuable goal for (elementary) mathematics education? Ciencas Psicológicas 2007, 1(1), 27-35.
ARTIKELEN IN ANDERE TIJDSCHRIFTEN Bergen, W., Brion, W., & Elen, J. (2007). Expertisenetwerken lerarenopleiding. Een opstap naar verdere professionalisering? Delta: Tijdschrift voor Hoger Onderwijs, 11, 8-11. Callens, J. C., & Elen, J. (2007). Doel en vormkenmerken van een ePortfolio… ‘un ménage à trois’? Tijdschrift voor Lerarenopleiders, 28(1), 9-16. Clarebout, G., & Elen, J. (2007). Conferentieverslag: conferentie van de European Association for Research on Learning and Instruction (EARLI), Budapest, Hongarije. Pedagogische Studiën, 84(6), 492-504. Cuypers, T., Lowyck, J., Peeters, A. (2007). Bachelor worden op grond van EVC? Delta (september 2007), 39-41. De Bock, D., Verschaffel, L. & Janssens, D. (2007). De lineariteitsillusie bij het oplossen van meetkundeproblemen door leerlingen van het secundair onderwijs. Pedagogische Studiën, 7, 261270. Elen, J. (2007). Leren in Instructie: stilletjes op zoek naar sterke theorieën. Tijdschrift voor Hoger Onderwijs, 3, 198-201. Elen, J., Brion, W., & Bergen, W. (2007). Expertisenetwerken stimuleren samenwerking lerarenopleidingen. Impuls voor Onderwijsbegeleiding, 1(2007), 44-48. Kanselaar, G., Van Dooren, W. & Verschaffel, L. (2007). Wiskunde en ICT: een discussiebijdrage. Pedagogische Studiën, 84(5), 418-427.
INTERNATIONAAL GEORIENTEERDE BOEKEN Als auteur of coauteur De Bock, D., Van Dooren, W., Janssens, D., & Verschaffel, L. (2007). The illusion of linearity: From analysis to improvement. New York: Springer.
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Als auteur van een hoofdstuk De Bock, D., Van Dooren, W., & Janssens, D. (2007). Studying and remedying students’ modelling competences: Routine behaviour or adaptive expertise. In W. Blum, P.L. Galbraith, H.-W. Henn & M. Niss (Eds.), Modelling and applications in mathematics education. The 14th ICMI study (pp. 241-248). New York: Springer. Greer, B., & Verschaffel, L. (2007). Modeling competencies – overview. In W. Blum, P. L. Galbraith, H.-W. Henne, & M. Niss (Eds), Modelling and applications in mathematics education (ICMI Study 14) (pp. 219-224). New York: Springer. Greer, B., & Verschaffel, L. (2007). Nurturing conceptual change in mathematics education. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds), Reframing the conceptual change approach in learning and instruction (pp.319-328).Amsterdam: Elsevier. Greer, B., Verschaffel, L., & Mukhopadhyay, S. (2007). Modelling for life: Mathematics and children's experience. In W. Blum, P. L. Galbraith, H.-W. Henne, & M. Niss (Eds), Modelling and applications in mathematics education (ICMI Study 14) (pp. 89-98). New York: Springer. Op ’t Eynde, P., De Corte, E., & Verschaffel, L. (2007). Students’ emotions: A key component of selfregulated learning? In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 185-204). Burlington: Elsevier. Verschaffel, L., Greer, B., & De Corte, E. (2007). Whole number concepts and operations. In F. K. Lester, Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 557-628). Charlotte, NC: Information Age Publishing.
Als editor
ANDERE BOEKEN Als auteur van een hoofdstuk De Bock, D., & Janssens, D. (2007). Nascholingen weerspiegelen evolutie wiskundeonderwijs. Het Vliebergh-Senciecentrum als casus. In M. D’hoker, D. De Bock & D. Janssens (Eds.), Leraar zijn in Vlaanderen. Terugblik op honderd jaar middelbaar onderwijs en nascholing (pp. 215-226). Antwerpen/Apeldoorn: Garant. Lowyck, J. (2007). De kwaliteit van onderwijzen. In D. Sandra et al. (Eds.), Tussen taal, spelling en onderwijs. Essays bij het emeritaat van Frans Daems (pp. 383-398). Gent, Belgium: Academia Press. Torbeyns, J., Ghesquière, P., Grobben, H., & Verschaffel, L. (2007). Strategiegebruik bij het spellen van zelfstandige naamwoorden eindigend op
of . In D. Sandra, R. Rymenans, P. Cuvelier & P. Van Petegem (Eds), Tussen taal, spelling en onderwijs: essays bij het emeritaat van Frans Daems. (pp. 159-171). Gent: Academia Press.
Als editor D’hoker, M., De Bock, D., & Janssens, D. (Red.) (2007). Leraar zijn in Vlaanderen. Terugblik op honderd jaar middelbaar onderwijs en nascholing. Antwerpen/Apeldoorn: Garant. De Bock, D., Deprez, J., Janssens, D., & Van Dooren W. (Red.) (2007). Verslagboek van het Internationaal Symposium: Wiskundeonderwijs in Vlaanderen en Europa: een stand van zaken en perspectieven voor de toekomst. Leuven: K.U.Leuven.
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EDITIE VAN WETENSCHAPPELIJKE THEMANUMMERS De Corte, E. & Verschaffel, L. (Eds) (2007). Analyzing mathematics classroom cultures and practices. International Journal of educational Research. (Thematic issue.) Vol 46(6). xxx-xxx.
Simons, M., Haverhals, B., Lindblom-Ylänne, S., Ricken, N., & Verburgh, A. (Eds) (2007). The university revisited: questioning the public role of universities in the European knowledge society. Studies in Philosophy and Education. (Thematic issue) Vol 26(5). MEDEDELINGEN OP INTERNATIONALE CONGRESSEN EN BIJEENKOMSTEN Integraal gepubliceerd in proceedings De Corte, E., Depaepe, F., & Verschaffel, L. (2007). Investigating social and individual aspects in teacher’s approaches to mathematical problem solving. In D. K. Pugalee, A. Rogerson & A. Schinck (Eds.), Proceedings of the Ninth International Conference, Mathematics Education in a Global Community (pp. 144-148). Charlotte, USA: The University of North Carolina. Gillard, E., Van Dooren, W., Schaeken, W., & Verschaffel, L. (2007). Proportional reasoning as a heuristic based process. In search for evidence in students’ reaction times. In S. Vosniadou, D. Kayser, & A. Protopapas (Eds.), Proceedings of the Second European Cognitive Science Conference, (pp. 553-558). Hove: Lawrence Erlbaum Associates. Luwel, K., Camos, V., & Verschaffel, L. (2007). The role of working memory in the use of numerosity judgement strategies. In S. Vosniadou, D. Kayser, & A. Protopapas (Eds.), Proceedings of EuroCogSci 07, The European cognitive science conference (pp. 469-474). Hove: Lawrence Erlbaum Associates. Foustana, A., Luwel, K., & Verschaffel, L. (2007). Effects of feedback on the strategic competence of gifted children. In S. Vosniadou, D. Kayser, & A. Protopapas (Eds.), Proceedings of EuroCogSci 07, The European Cognitive Science Conference (pp. 65-70). Hove: Lawrence Erlbaum Associates. Vanhoof, S., Castro Sotos, A. E., Onghena, P., & Verschaffel, L. (2007, August). Students’ reasoning about sampling distributions before and after the Sampling Distribution Activity. Proceedings of the 56th Session of the International Statistical Institute. Lisboa, Portugal: International Statistical Institute.
Beschikbaar als abstract Clarebout, G., & Elen, J. (2007, August). Factors influencing tool use. In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (p. 381). Budapest: University of Budapest. Clarebout, G., Depaepe, F., Elen, J., & Briell, J. (2007, August). The use of drawings to assess students’ epistemological beliefs. In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (p. 595). Budapest: University of Budapest. De Bock, D., Van Dooren, W., & Verschaffel, L. (2007, August). The development of children’s reasoning in linear and non-linear situations (symposium). In (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (pp. 604-606). Budapest: University of Budapest.
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De Corte, E. (2007, May). The potential of design-based research for bridging the theory-practice gap relating to education. In S. Vosniadou, D. Kayser, & A. Protopapas (Eds.). Proceedings of EuroCogSci07. The European Cognitivie Science Conference 2007 (p. 36). Hove, UK: Lawrence Erlbaum Associates. De Corte, E. (2007, August). Design experiments: A tool for bridging the theory-practice gap relating to education. In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (p. 489). Budapest: University of Budapest. De Corte, E., Verschaffel, L., Depaepe, F., & Op ‘t Eynde P. (2007, August).Exploring the relationship between students’ mathematics-related beliefs and the classroom culture. In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (p. 27). Budapest: University of Budapest. De Smedt, B., Reynvoet, B., Swillen, A., Verschaffel, L., Boets, B., & Ghesquière, P. (2007, June). Basic number processing and difficulties in single-digit arithmetic. Evidence from Velo-CardioFacial Syndrome. In P. Feyereisen, E. Zech, Baruffol, E., & Cleeremans, A. (Eds.), 2007 Annual Meeting of the Belgian Association for Psychology (p. 56). Louvain-la-neuve: Université Catholique de Louvain. De Smedt, B., Swillen A., Verschaffel, L. & Ghesquière, P. (2007, July). Towards a cognitive characterization of math disability in children with Velo-Cardio-Facial Syndrome. In International Association for Research on Learning Disabilities (Ed.) 31st Annual IARLD Conference (p. 12). Ljubliana: Association Bravo. De Smedt, B., Swillen, A., Verschaffel, L., & Ghesquière, P. (2007, August). Children's access to representations of magnitude and the development of mathematical disabilities. In B. Csapo & C. Csikos (Eds.), Abstracts of the 12th Biennial Conference for Research on Learning and Instruction, August 28-September 1, 2007, Budapest, Hungary (pp. 292-293). Budapest, Hungary: University of Szeged. De Smedt, B., Swillen, A., Verschaffel, L., & Ghesquière, P. (2007, August). Working memory and mathematical disabilities: Evidence from Velo-Cardio-Facial Syndrome? In B. Csapo & C. Csikos (Eds.), Abstracts of the 12th Biennial Conference for Research on Learning and Instruction, August 28-September 1, 2007, Budapest, Hungary (pp. 38-39). Budapest, Hungary: University of Szeged. Depaepe, F., De Corte, E., & Verschaffel, L. (2007, August). Coping with authority in two sixth grade mathematics classrooms: Who’s in charge? (Symposium: Do instructional methods matter?, organized by C. Pauli & T. Seidel) In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (p. 40). Budapest: University of Budapest. Depaepe, F., De Corte, E., & Verschaffel, L. (2007, August). Investigating teachers’ approaches towards mathematical problem solving and its relationship with individuals’ conceptions: A videobased study in sixth grade. In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (p. 218). Budapest: University of Budapest. Gillard, E., Van Dooren, W., Schaeken, W., & Verschaffel, L. (2007, August). Proportionality as a conceptual obstacle: Considerations from a dual-process framework. In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (pp. 131-133). Budapest: University of Budapest. Luwel, K., Bulté, I., Verschaffel, L. & Onghena, P. (2007, August). Does switching between cognitive strategies entail a cost? In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (p. 697). Budapest: University of Budapest. Luwel, K., Verschaffel, L. & Onghena, P. (2007, August). Does switching between strategies involve a cost? In J. Grainger, F-X. Alario, B. Burle, & N. Janssen (Eds.), Proceedings of the XVth meeting of the European Society for Cognitive Psychology (p. 36). Marseille: Université de Provence.
Schouteden, W., Verburgh, A., & Elen, J. (2007). The integration of research into educational programmes in Flanders: Images of actual practices [Abstract]. In G. Nickmans & K.
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Jacobs (Eds.), Learning and instruction for the new generation, second European conference on practice-based and practitioner research (p. 19). Leuven: EARLI. Torbeyns, J., & De Smedt, B. (2007). Working memory and individual differences in arithmetic. In B. Csapo & C. Csikos (Eds.), Abstracts of the 12th Biennial Conference for Research on Learning and Instruction, August 28-September 1, 2007, Budapest, Hungary (pp. 36-39). Budapest, Hungary: University of Szeged. Torbeyns, J., Verschaffel, L., & Ghesquière, P. (2007). Efficiency and flexibility of adults' strategies on multi-digit sums. In B. Csapo & C. Csikos (Eds.), Abstracts of the 12th Biennial Conference for Research on Learning and Instruction, August 28-September 1, 2007, Budapest, Hungary (pp. 734-735). Budapest, Hungary: University of Szeged. Torbeyns, J., Verschaffel, L., & Ghesquière, P. (2007). Strategy flexibility in the domain of multi-digit arithmetic: children's use of compensation and indirect addition strategies. In B. Csapo & C. Csikos (Eds.), Abstracts of the 12th Biennial Conference for Research on Learning and Instruction, August 28-September 1, 2007, Budapest, Hungary (p. 76). Budapest, Hungary: University of Szeged. Verschaffel, L., Torbeyns, J., & Vanderveken, L. (2007). Solving subtractions problems flexibly by means of indirect addition. In B. Csapo & C. Csikos (Eds.), Abstracts of the 12th Biennial Conference for Research on Learning and Instruction, August 28-September 1, 2007, Budapest, Hungary (p. 120). Budapest, Hungary: University of Szeged. Van Dooren, W., & Babai, R. (2007, August). ‘New methods’ for ‘old problems’ – A deeper look at the cognitive processes related to problem solving (symposium). In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (pp.131-134). Budapest: University of Budapest. Van Dooren, W., De Bock, D., Evers, M., & Verschaffel, L. (2007, August). Pupils’ over-use of proportionality on missing-value problems: How numbers may change solutions. In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (p. 605). Budapest: University of Budapest. Verburgh, A., & Elen, J. (2007, August). The influence of the programme level on the implemenation of the teaching-research nexus. In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (p. 118). Budapest: University of Budapest. Verschaffel L., Reybrouck, M., Janssens, M., & Van Dooren, W. (2007, August). Using graphical representations to assess chilren’s listening competence and sense-making of simple and complex musical fragments. In B. Csapó & C. Csíkos (Eds.), 12th European Conference for Research on Learning and Instruction – Abstracts (p. 73). Budapest: University of Budapest. Verschaffel, L., Reybrouck, M., Janssens, M., & Van Dooren, W. (2007). Using graphical representations to assess children’s listening competence and sense-making of simple and complex musical fragments. In B. Csapo & C. Csikos (Eds.), Abstracts of the 12th Biennial Conference for Research on Learning and Instruction, August 28-September 1, 2007, Budapest, Hungary (p. 73). Budapest, Hungary: University of Szeged. Verschaffel, L., Torbeyns, J., & Vanderveken, L. (2007). Solving subtraction problems flexibly by means of indirect addition. In B. Csapo & C. Csikos (Eds.), Abstracts of the 12th Biennial Conference for Research on Learning and Instruction, August 28-September 1, 2007, Budapest, Hungary (p. 120). Budapest, Hungary: University of Szeged. Niet gepubliceerd De Smedt, B., Torbeyns, J., Ghesquière, P., & Verschaffel, L. (2007, March). Analyzing and promoting strategy flexibility in elementary arithmetic [invited lecture]. Paper presented at the Symposium on Early Education and Human Brain Development, Universidad de Chile, Santiago, Chile.
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De Corte, E. (2007, March). Design-based research: A promising approach to bridging the gap between theory and educational practices. Invited lecture presented in a Pre-conference of the 2007 Biennial Meeting of the Society for Research in Child Development on “Developmental science and early schooling: Translating basic research into practice”, Boston MA, March 28-29, 2007. De Corte, E. (2007, March). Design experiments: A tool for bridging the theory-practice gap in education? Paper presented in an invited symposium on “Developmental science and early education: International perspectives”, organized at the 2007 Biennial Meeting og the Society for Research in Child Development, Boston, MA, March 29 – April 1, 2007. Depaepe, F., Op ‘t Eynde, P., De Corte, E., & Verschaffel, L. (2007, April). Students’ mathematical dispositions: The interrelated role of classroom culture and students’ beliefs (Symposium: Process and ecological views of productive classroom dispositions). Paper presented at the 2007 meeting of the American Educational Research Association, Chicago, USA. Ebersbach, M., Luwel, K., Frick, A., Onghena, P., & Verschaffel, L. (2007, March). 75 = 83? Zur Rolle des individuellen Zahlbegriffs und der Anschaulichkeit auf die mentale Zahlenrepräsentation bei Kindern [75 = 83? On the impact of individual number knowledge and abstractness on the mental number representation of children]. Paper presented at the 49th Conference of Experimental Psychologists (TeaP), Trier, Germany. Ebersbach, M., Luwel, K., Frick, A., Onghena, P., & Verschaffel, L. (2007, September). Der Einfluss der Zahlenkenntnis auf die Form der mentalen Repräsentation von Zahlen bei Kindern [The impact of the familiarity with numbers on the shape of their mental representation in children]. Poster presented at the 18th Congress of the Section Developmental Psychology of the DGPs, Heidelberg, Germany. Ebersbach, M., Luwel, K., Frick, A., Onghena, P., & Verschaffel, L. (2007, March). 75 = 83? Zur Rolle des individuellen Zahlbegriffs und der Anschaulichkeit auf die mentale Zahlenrepräsentation bei Kindern [75 = 83? On the impact of individual number knowledge and abstractness on the mental number representation of children]. Paper presented at the 49th Conference of Experimental Psychologists (TeaP), Trier (Germany), March 26-28, 2007. Ebersbach, M., Luwel, K., Frick, A., Onghena, P., & Verschaffel, L. (2007, September). Der Einfluss der Zahlenkenntnis auf die Form der mentalen Repräsentation von Zahlen bei Kindern [The impact of the familiarity with numbers on the shape of their mental representation in children]. Poster presented at the 18th Congress of the Section Developmental Psychology of the DGPs, Heidelberg (Germany), September 24-27, 2007. Gillard, E., Van Dooren, W., Schaeken, W., & Verschaffel, L. (2007). Proportional Reasoning as a Heuristic-Based Process. Paper presented at the joint meeting of the Experimental Psychology Society and the Belgian Association for Psychological Science, Cardiff, UK.
Schouteden, W., Verburgh, A.; & Elen, J. (2007). Investigating the prevalence of research integration in educational programmes of higher education. Paper presented at the Annual Meeting of the Society of Research into Higher Education, Brighton, UK. Verburgh, A., Elen, J., & Lindblom-Yllänne, S. (2007, September). Critical analysis of the empirical research on the nexus. Paper presented at the European Conference on Educational Research, Gent, Belgium. Verschaffel, L. (2007, August). Mutliple perspectives on voice and agency in mathematics Classrooms around the world. Discussion paper presented at the 12th Biennial Conference for Research on Learning and Instruction, August 28-September 1, 2007, Budapest, Hungary Verschaffel, L., Depaepe, F., & De Corte, E. (2007, November). Teachers’ approaches towards mathematical modeling and problem solving: How do they cope with reality? Paper presented at a Conference on “Professional Development of Mathematics Teachers Research and Practice from an International Perspective” held at the Mathematische Forschungsinstitut Oberwolfach
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(Germany), November 11-16, 2007 Verschaffel, L., Luwel, K., Torbeyns, J., & Van Dooren, W. (2007, June). Strategy flexibility in mathematics: Theoretical, methodological and educational considerations. Invited lecture held at the first Annual Meeting of Research on Learning, June 7-8 2007, organized by the Faculty of Education and Department of Psychology, University of Turku.
MEDEDELINGEN OP NATIONALE WETENSCHAPPELIJKE CONGRESSEN Integraal gepubliceerd in proceedings Van Dooren, W., De Bock, D., & Verschaffel, L. (2007). Intuïties en wiskunde: Een verstandshuwelijk? In D. De Bock, J. Deprez, D. Janssens & W. Van Dooren (Eds.)., Wiskundeonderwijs in Vlaanderen en Europa: een stand van zaken en perspectieven voor de toekomst. Verslagboek van het internationaal symposium ter gelegenheid van de 100ste verjaardag van het Vliebergh-Senciecentrum (pp. 51-74). Leuven: Vliebergh-Senciecentrum. Beschikbaar als abstract (er moet een redactie, een titel, een paginering, een uitgever vermeld worden...) Clarebout, G., & Elen, J. (2007, June). Het opnemen van leerkansen: invloed van advies en studentenkenmerken. In Bosker, R., Doolard, S. & Jacobse, A. (Red.), Zorgvuldig en veelbelovend onderwijs. Proceedings van de 34e Onderwijs Research Dagen, 6-8 juni 2007, Groningen (pp. 220-221). Groningen: GION.
Schouteden, W., Verburgh, A., & Elen, J. (2007, June). De integratie van onderzoek in het onderwijscurriculum. In Bosker, R., Doolard, S. & Jacobse, A. (Red.), Zorgvuldig en veelbelovend onderwijs. Proceedings van de 34e Onderwijs Research Dagen, 6-8 juni 2007, Groningen (pp. 118-119). Groningen: GION. Verburgh, A., Elen, J., Clarebout, G. (2007, June). Kwaliteitspercepties van studenten: de rol van onderzoeksintegratie. In Bosker, R., Doolard, S. & Jacobse, A. (Red.), Zorgvuldig en veelbelovend onderwijs. Proceedings van de 34e Onderwijs Research Dagen, 6-8 juni 2007, Groningen (pp. 119). Groningen: GION.
Niet gepubliceerd De Smedt, B., Swillen, A., Verschaffel, L., & Ghesquière, P. (2007, May). Mathematical disabilities in children with Velo-Cardio-Facial Syndrome: A further delineation of the cognitive phenotype. Poster presented at the Congres Ontwikkelingsstoornissen: over het bos en de bomen, Universiteit Antwerpen.
LEZINGEN OP UITNODIGING (niet op congressen, maar aan een universiteit bijv.) De Bock, D., & Van Dooren, W. (2007, December). Intuïtief versus analytisch redeneren. De lineariteitsillusie als casus. Lezing op uitnodiging voor de Hogeschool Universiteit Brussel.
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De Corte, E. (2007, March). Metacognitie: een centrale component van adaptieve bekwaamheid. Lezing tijdens een studiedag voor de begeleiders van het Onderwijssecretariaat van de Steden en Gemeenten van de Vlaamse Gemeenschap (OVSG). Vakantiehuis Ravelingen, Oostende. De Corte, E. (2007, October). Design-based research: Potential and pitfalls. Invited lecture presented at the Science and Mathematics Education Centre, Curtin University of Technology, Perth, Australia. De Corte, E. (2007, November). El modelo CLIA (“Competence, Learning, Intervention, Assessment”): Marco de referencia para disenar ambientes de aprendizaje eficaces para pensar y resolver problemas. Conferencia invitada dado en el IX Congreso Nacional de Investigación Educativa, Mérida de Yucatán, México, del 5 al 9 noviembre de 2007. De Corte, E. (2007, November). Evaluación: Una herramiente para monitorear el aprendizaje y la ensenanza. Conferencia invitada dado en el IX Congreso Nacional de Investigación Educativa, Mérida de Yucatán, México, del 5 al 9 noviembre de 2007. De Corte, E., & Van Dooren, W. (2007, December). Teaching mathematical problem solving: A plea for a modeling perspective. Invited lecture presented at the Faculty of Social Sciences and Sciences of Education, University of Cyprus. Δημητρίου, Α., Γαγάτσης, Α., De Corte, E., Van Dooren, W., & Παναούρα, Ρ. (2007, December). Ανάπτυξη της ικανότητας λύσης προβλήματος και της ικανότητας αυτο-ρύθμισης της συμπεριφοράς (Enhancement of problem solving ability and of self-regulatory behaviour). Lecture presented at the Faculty of Social Sciences and Sciences of Education, University of Cyprus. Van Dooren, W. (2007, September). The linear imperative in math and science. A quest for roots and remedies. Invited keynote lecture for the Finnish Mathematics and Science Education Research Association. University of Turku, Turku. (Invited by Kaarina Merenluoto). Van Dooren, W., & De Bock, D. (2007, August). Intuïties en wiskundig probleemoplossen: Een verstandshuwelijk? Uitgenodigde voordracht op de studietweedaagse VSC. Katholieke Universiteit Leuven. (Uitgenodigd door Dirk Janssens).
